Perceived Inservice Training Needs for Early Intervention Personnel

Abstract

This study investigated the inservice training needs of professionals working with children with disabilities and their families. One hundred fifteen personnel from public and private agencies assessed their current and future training needs in the areas of typical/atypical development, family systems/family involvement, assessment, program implementation/evaluation, administrative/team process, professional development, and technology. Preferences for the format and timing of training were also identified. Mean ratings for and comparisons between skills identified as more traditional and skills identified as more contemporary are provided. Two grouping factors, role and experience, were used to evaluate the extent to which personnel differed on perceived need for training in each competency area. Results are discussed relative to the extant personnel preparation literature and best practices in inservice training.