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Description
The purpose of this study is to evaluate the effectiveness of the Early Childhood Socio-Emotional Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program. This program provides early childhood education professionals with the necessary knowledge and skills to address the needs of children birth through five, who have social-emotional and behavioral difficulties. Once enrolled in the program, students complete 18 graduate level units, which incorporate research and field-based training. The evaluation component of this study focuses on three questions: (1) Did the second cohort of the EC-SEBRIS Certificate Program, offered at San Diego State University, experience an increase in knowledge of and ability to recognize social-emotional and behavioral challenges in children ages birth through five through their completion of the EC-SEBRIS Certificate Program? (2) How are the children and families at the EC-SEBRIS student's practicum sites impacted by the student's enrollment and participation in the EC-SEBRIS program? (3) How are the directors and supervisors at the EC-SEBRIS student's practicum sites impacted by the student's enrollment and participation in the EC-SEBRIS program? These three questions were answered through the distribution and completion of various surveys with multiple choice and open-ended questions. The surveys were completed by EC-SEBRIS students (second cohort), families that students worked with directly and directors/supervisors at the student's worksites. Students' knowledge of child development theories, intervention and prevention, eco-behavioral assessment and intervention, positive behavior support and applied behavior analysis improved from time one (pre survey) to time two (post survey). In addition to these four seminar courses, each semester included Advanced Field Experience (CFD697), which comprised the experience domain. Students' understanding of reflective supervision and ability to experience his or her skills in their work site increased from time one (Fall pre survey) to time two (Fall post survey) and continued to improve from time one (Fall post survey/Spring pre survey) to time two (Spring post survey). Qualitative data from the open-ended questions were compiled and significant patterns coincided with students' improvement of knowledge and experience. In addition, supervisor and parent reports coincided with the quantitative and qualitative student report data
