| This study explored the knowledge base and skill level of Primary Developmental Evaluators (PDEs) for First Steps, the Kentucky Early Intervention System. These PDEs determine through standardized testing the amount of developmental delay, and recommend services for the children referred to the program. Participating PDEs completed a survey with basic demographic information discipline, years of experience in testing, years providing primary evaluations, academic degree, percentage of practice in early intervention, and years of early intervention experience. The survey also asked participants to indicate their knowledge of the testing tools they use frequently: diagnoses for which the tools are appropriate, areas of development the tools evaluate well, areas the tools do not evaluate appropriately, and strengths and weaknesses of the tools. The survey contained matching questions as well as several open-ended questions allowing participants to express additional knowledge of the tools and the evaluation process. Relationships between percentage of practice in early intervention and test knowledge, and between deductive reasoning and years of experience were noted. An inverse relationship between years providing primary evaluations and knowledge of areas of development the tools do not evaluate well was also discussed. Years of experience approached a significant relationship with the overall critical thinking score, and overall test knowledge approached a significant relationship with inductive reasoning scores. Qualitative responses highlighted difficulties with the eligibility process, but very few participants discussed concerns regarding the purpose of the program, its educational basis and family focus. Implications of the findings and some recommendations for future study are discussed. |
