This inquiry primarily employed the qualitative methodology to understand the nature impact of the utilization of the Team Analysis of Preschoolers in Routines (TAPIR) approach in a novel setting. The TAPIR approach incorporates collaborative practices throughout program components including: assessment, Individualized Education Plan (IEP) development, planning, intervention, and ongoing progress monitoring. A key feature of the TAPIR approach is its focus on functional participation of preschoolers within preschool routines. Professional development (PD) (i.e. instructional support and job-embedded coaching) was provided to an inclusive early childhood program staff to support the implementation of TAPIR by teams of early childhood practitioners. Results of the 12-week inquiry, reveal insights into: (a) existing practices, (b) intensity, duration, content focus and format of the PD, (c) barriers to implementation (i.e. the relationship of beliefs to practice), (d) shared leadership strategies, and (e) the nature and efficacy of its outcomes. Limitations of the findings and implications for future research are discussed.
|Commitee:||Cheatham, Greg, Dunn, Winnie, Horn, Eva, Palmer, Susan, Turnbull, Ann P.|
|School:||University of Kansas|
|School Location:||United States -- Kansas|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Special education, Organizational behavior|
|Keywords:||Coaching, Collaboration, Early childhood special education, Preschool|
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