Early Intervention: Perspectives on Training and Practice

Authors

• Christina M. Mirtes
• Jessica A. Grimone-Hopkins
• Audrey Farrugia

Abstract

Early Intervention (EI) Specialists/Professionals serve children from birth through age three with developmental delays/disabilities, and their families. They conduct assessments, create Individualized Family Service Plans (IFSPs), collaborate with adjacent professionals, and use play-based interventions at home or in natural settings to support children’s development across the cognitive, communication, physical, sensory, social–emotional, and adaptive skills. The present study uses a mixed-methods approach, gathering qualitative data (focus group interviews) and quantitative data (survey) to evaluate participants’ perceived preparedness and self-efficacy of currently practicing Early Intervention (EI) Specialists/Professionals based on their higher education experiences, across various aspects and responsibilities of their jobs. Results are shared that describe Michigan EI professionals’ preparation and work experiences and reveal recommendations on how higher education programs can more effectively align their preparation programs with the demands of EI work.

Recommended Citation

Mirtes, Christina M.; Grimone-Hopkins, Jessica A.; and Farrugia, Audrey (2026) "Early Intervention: Perspectives on Training and Practice," Impact: A Journal of Community and Cultural Inquiry in Education: Vol. 4: No. 2, pp.1-15.
Available at: https://commons.emich.edu/impact/vol4/iss2/2