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Research Article  |   April 1994
A Competency-Based Training Program in Early Intervention
Author Affiliations
  • Jim Hinojosa, PhD, OTR, FAOTA, is Associate Professor, New York University, New York, New York 10012
  • Deborah S. Moore, MA, OTR, is Clinical Assistant Professor, State University of New York, Health Science Center at Brooklyn, Brooklyn, New York
  • Joyce S. Sabari, PhD, OTR, is Clinical Assistant Professor, State University of New York, Health Science Center at Brooklyn, Brooklyn, New York
  • Rochelle G. Doctor, MA, OTR, is a private practitioner, New York, New York
Article Information
Early Intervention / Education of OTs and OTAs / Education
Research Article   |   April 1994
A Competency-Based Training Program in Early Intervention
American Journal of Occupational Therapy, April 1994, Vol. 48, 361-366. doi:10.5014/ajot.48.4.361
American Journal of Occupational Therapy, April 1994, Vol. 48, 361-366. doi:10.5014/ajot.48.4.361
Abstract

This paper describes a federally funded training program developed to prepare entry-level occupational therapists to deliver early intervention services. The program had two phases. Phase I was designed to provide occupational therapy supervisors with advanced skills for supervising and teaching the students about the provision of early intervention services. These skills were specific supervisory strategies and learning techniques designed to facilitate optimal communication between the student, the supervisor, and the academic faculty members, as well as to facilitate consistency of information between workshops and practices in the clinic. Phase II involved a 12-week clinical fieldwork experience for the students in an early intervention program combined with didactic programs at the university. Both supervisors and students provided feedback on the program.

Supervisors reported that the training strengthened their supervisory skills and techniques. Students reported that the training helped them to clarify the role of occupational therapy in early intervention and that they had developed skills critical to providing family-centered early intervention. These skills included both providing direct treatment to children and working in partnership with families and caregivers.