Early Interventionist Self-Efficacy Survey for pre- and post-training evaluation

Item	Strongly Disagree	Disagree	Neither Agree or Disagree	Agree	Strongly Agree
1. If a family had difficulty implementing plans we have developed, I would be able to accurately assess whether the plans required modification.	1	2	3	4	5
2. When a child shows improvement, it is because I have been effective in facilitating the family’s ability to support their child’s development.	1	2	3	4	5
3. When it comes right down to it, early intervention personnel really can’t do much because most of a child’s performance depends on the home environment. a	5	4	3	2	1
4. If my supervisor suggests that I change some of my strategies for working with families, I would feel confident that I have the necessary skills to implement the change.	1	2	3	4	5
5. Even an early interventionist with good skills may not reach many families. a	5	4	3	2	1
6. I can collaborate well with team members from other disciplines.	1	2	3	4	5
7. If a family masters a strategy quickly, it would probably be because I knew the necessary steps to facilitate their acquisition of skills.	1	2	3	4	5
8. If a family member did not remember information we had covered in a previous visit, I would know how to increase their interest and retention for the next visit.	1	2	3	4	5
9. The amount that a child will learn is primarily related to family background. a	5	4	3	2	1
10. I have enough training to deal with most problems encountered in providing early intervention services to families and their children.	1	2	3	4	5
11. Much of the time my efforts are not effective due to a child’s background and the lack of community resources. a	5	4	3	2	1
12. When a child is having difficulty with a task, I am usually able to provide the family with suggestions.	1	2	3	4	5
13. Through my experiences in the field, I have developed the skills that are necessary to serve families well.	1	2	3	4	5
14. If I really try, I can get through to even the most challenging families.	1	2	3	4	5
15. A child’s genetic predisposition for growth and development can negate the best efforts of even a well-prepared early interventionist. a	5	4	3	2	1

Note: Adapted from Lamorey & Wilcox (2005). Early intervention practitioners’ self-efficacy: a measure and its applications. Early Childhood Research Quarterly, 20(2005), 69-84.

^a Item score is reversed to show increased self-efficacy with an increased score.