Program Standards and Benchmarks
Studies and Initiatives
Practitioner Capacity Building Practices Scales for Promoting Use of Evidence-Based Practices
The Practitioner Capacity Building Practices Scales (PCBPS) were developed to operationalize the practices
constituting the content of the CASE evidence-based integrated framework. The PCBPS includes nine scales for
measuring use of different kinds of practices. Each scale includes sets of practice indicators that establish
the standards and benchmarks against which practitioner performance is judged. The scales assess two
dimensions of practice: (1) practice indicators and (2) a capacity building continuum of practitioner
competencies. The scales were field tested with early intervention practitioners in a four-county early
childhood intervention and family support program.
back
The purpose of the Practitioner Capacity Building Practices Scales-Companions was to
provide practitioners easily useable reminders about the key characteristics of evidence-based
early childhood intervention and family support practices. The companions are a set of convenient,
easy to use reminder cards that highlight the key practice indicators of the CASE integrated framework.
back
The purpose of MAPPS was to develop a program self-evaluation tool to have practitioners
assess the extent to which their practices are consistent with the five main components
(family-centered helpgiving, child learning opportunities, parenting supports, family and
community resources, and child, parent and family outcomes) of the CASE integrated framework.
Program practitioners use the scales to assess their current abilities to implement stated
practices, as well as set goals in terms of achieving higher levels of performance.
back
The purpose of this study was to investigate whether a community of practice CASEmakers (Volume 2, Number 1) approach was
effective for increasing practitioners' knowledge, skill, and implementation of natural
learning environment interventions. Results showed that variations in practitioner
participation in a community of practice was associated with variations in outcomes.
Participants who had positive attitudes about their learning, and who contributed to
discussions of desired practices, made the most gains in knowledge and skill acquisition.
back
The purpose of this initiative was to develop reflective questions that could be
used to promote practitioners' understanding and use of the CASE integrated framework
practices. The questions were developed to provide practitioners a way of being more
thoughtful and reflective about their practices, and to provide them standards against
which to evaluate the extent to which their practices are consistent with the CASE integrated framework.
back
The purpose of this initiative was to develop a set of reflective questions
specifically targeting adoption and use of natural communication interventions.
The questions focus on the use of responsive teaching strategies within everyday
activity settings as a means of promoting child communicative competence.
back
This checklist is used to determine the extent to which a practitioner uses
family-centered helpgiving practices. It can be used to: (a) inform newly hired
practitioners about family-centered practices and behavioral expectations for their
interactions with families, (b) structure observations of practitioner performance and
discussions about his/her use of family-centered practices and (c) guide practitioners to
self-assess, reflect on, and improve their practices with families.
back
The purpose of this initiative is to develop, implement, and evaluate a standards-based
process for credentialing therapists and early intervention practitioners as knowledgeable
and competent in contextually mediated intervention. The credentialing process uses scenario
analyses, work samples, case methods, simulations, and video or in vivo observation of
learner performance as strategies for assessing practitioners' (a) understanding of
contextually mediated practices, (b) abilities to implement the practices, and (c)
abilities to mediate parents' understanding and use of the practices.
back
The focus of this study is to investigate practitioner preferences for two formats
describing contextually mediated practices. Practitioners were asked to compare the
documents in terms of layout and design, presentation of evidence to support the use
of practice, usefulness of the format, and practical strategies for implementation
and promotion of understanding of the practices.
back
The focus of this study was to investigate parent preferences for two formats
describing contextually mediated practices. Parents were asked to compare the
documents in terms of layout and design, presentation of evidence to support the
practice, usefulness of the format, and practical strategies for implementation
and promotion of understanding of the practices.
back
The purpose of this study is to use a community of practice approach to develop
practitioners' deep understanding of evidence-based natural learning environment
practices. An input/process/output model is being used as the operational framework
for the conduct of the study. This model considers preconditions (inputs) that
influence the learning processes or approaches adopted by learners, and how adoption
in turn influences the products (outputs) of learning. Deep understanding is being
facilitated by having practitioners develop evidence-based benchmarks and indicators
of exemplary practices based on their work with young children and families.
Practitioner examples are used by the communities of practice facilitator to engage
participants in discussions identifying the most important characteristics of the practices.
back
