Coaching Via Electronic Performance Feedback to Support Home Visitors’ Use of Caregiver Coaching Strategies

Abstract

Recommended practices for Part C early childhood special education home visitors encourage use of caregiver coaching strategies to enhance learning opportunities within the natural routines of infants and toddlers. The purpose of this study was to evaluate the effects of a multicomponent professional development intervention on home visitors' use of specific caregiver coaching strategies and range of routines utilized during home-based intervention. The professional development intervention systematically tested the effects of two brief workshops followed by 6 weeks of coaching via performance feedback that was based on videotaped home visits and delivered via email. A multiple-baseline design across three home visitors and caregiver/child dyads was used to evaluate home visitors' use of caregiver coaching strategies and natural routines. Findings provide support for the use of individualized coaching via performance feedback delivered in electronic format as a means to enhance home visitors' use of caregiver coaching strategies during home visits.

Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers

“…To support caregivers in embedding instruction, providers must use effective adult learning strategies (Knowles, Holton, & Swanson, 2011). Family-Guided Routines-Based Intervention (FGRBI) has shown promise as an effective and efficient approach for supporting caregivers to embed learning opportunities in everyday routines for children with or at risk of delays in multiple domains (Brown & Woods, 2015, 2016; Krick Osborn & Johnson, 2015). This approach aligns with recommended adult learning and family capacity building strategies by engaging the caregiver as the decision maker; gaining consensus on the child’s learning priorities; using everyday routines and activities as contexts for embedding instruction; providing ongoing caregiver practice with support and feedback; and engaging the caregiver in problem solving, reflection, and planning for how they will embed intervention (Woods, Wilcox, Friedman, & Murch, 2011).…”

Statewide policies to improve early intervention services: Promising practices and preliminary results

“…A small group of professionals were successfully trained to teach families how to support their children with strategies embedded in daily routines (Salisbury et al, 2017). Two studies reported adding performance-based feedback or coaching via technology to initial training sessions in efforts to improve the active coaching skills of professionals (Krick Oborn & Johnson, 2015;Marturana & Woods, 2012). These professional development efforts in EI primarily focused on professionals' support and training of families in home visits rather than a package consisting of thorough initial assessment of child and family needs, development of functional, high-quality IFSP outcomes, as well as high-quality home visiting practices.…”

Performance-Based Feedback to Enhance Early Interventionist’s Practice and Caregiver and Child Outcomes

“…To test the effect of PD with active engagement and ongoing support, researchers have examined coaching with performance-based feedback to determine the effect on EI providers’ use of targeted practices (Krick Oborn & Johnson, 2015; Marturana & Woods, 2012). Although these researchers have developed unique approaches to effective coaching, a common element has been the delivery of performance-based feedback.…”

“…In addition, these researchers examined the effect of using technology-enhanced, performance-based feedback (TEPF), which incorporates technology and alleviates the challenges associated with face-to-face coaching within Part C, EI environments. This research has been specific to researchers delivering TEPF to EI providers regarding their use of family-centered practices (Krick Oborn & Johnson, 2015; Marturana & Woods, 2012). Krick Oborn and Johnson (2015) examined the effect of using traditional didactic workshops followed by TEPF (email), targeting family engagement practices.…”

“…This research has been specific to researchers delivering TEPF to EI providers regarding their use of family-centered practices (Krick Oborn & Johnson, 2015; Marturana & Woods, 2012). Krick Oborn and Johnson (2015) examined the effect of using traditional didactic workshops followed by TEPF (email), targeting family engagement practices. The workshop condition did not have an effect on EI providers’ family engagement practices; however, EI providers increased their use of family engagement practices upon receiving email feedback.…”