Abstract
Knowledge translation (KT) provides a lens to examine the process of moving research-informed knowledge into early intervention practice (P. Sudsawad, 2007). The process of KT entails cognitive, affective, and behavioral stages that are mediated by factors intrinsic and extrinsic to the practitioner. Facilitators and barriers to this process may exist at the level of the practitioner, practice environment, or research evidence (P. J. Manns, A. V. Norton, & J. Darrah, 2015). The conceptual framework described in this article utilized the Diffusions of Innovations Theory and the Ottawa Model of Research Use concurrently to examine factors that influence the process of KT for the early intervention (EI) workforce (J. Logan & I. D. Graham, 1998 ; E. M. Rogers, 1983 , 2003b). The information gathered from the utilization of KT frameworks can generate recommendations for change and tailor KT initiatives to meet the professional development needs of EI providers (B. J. Cunningham, P. Rosenbaum, & M. Hidecker, 2016 ; A. Hudon, M. Gervais, & M. S. Hunt., 2015 ; D. Levac, S. M. N. Clegg, C. Camden, L. M. Rivard, & C. Missiuna, 2015).
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