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

Coogle, Christan Grygas; Larson, Anne L.; Ottley, Jennifer R.; Root, Amy Kennedy; Bougher-Muckian, Hilary R.

doi:10.1177/0271121419831414

Cited by 9 publications

(2 citation statements)

References 18 publications

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“…Longitudinal data analyses indicate that the state-offered PD, either with or without coaching, did not lead to gains in participant knowledge or practice outcomes above the control condition. In EI specifically, Coogle and colleagues (2019) tested a technology-supported, performance-based feedback approach implemented by program staff to increase the use of family engagement strategies and embedded learning opportunities by using a single-case experimental design. Two of three EIs showed increases in family engagement strategies across conditions and caregivers’ use of strategies was variable.…”

Section: Pd and Is In Early Childhood Interventionsmentioning

confidence: 99%

Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention

Romano

Schnurr

Barton

et al. 2021

Topics in Early Childhood Special Education

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Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers’ use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers ( n = 9) and families with infants and toddlers ( n = 18) in community-based Part C programs. Data indicate a functional relation between the multicomponent PD approach and EIs’ use of the intervention. A between-case standardized mean difference effect size was used to confirm the results of the visual analysis. The implications for the use of implementation science frameworks to build competency drivers within early intervention systems are discussed.

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Section: Pd and Is In Early Childhood Interventionsmentioning

confidence: 99%

Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention

Romano

Schnurr

Barton

et al. 2021

Topics in Early Childhood Special Education

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“…The use of NI is important for teacher candidates (TCs) to use to engage all children and provide the frequency and intensity of opportunities needed to support young children's attainment and maintenance of target skills. Although NI is evidence based, NI occurs variably and infrequently within classrooms suggesting a research to practice gap (Coogle et al, 2019).…”

mentioning

confidence: 99%

The Development of Technology-Enhanced Performance-Based Peer Feedback to Support Teacher Candidate Practice and Child Outcomes

Coogle

Storie

Wade

et al. 2023

J Spec Educ Technol

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We used a multi-method design to determine the quality of technology-enhanced performance-based peer feedback, teacher candidate strategy use, and child behaviors over time. We also explored teacher candidates’ perceived social validity of technology-enhanced performance-based peer feedback. Eleven teacher candidates enrolled in an early childhood certification program and their focus children that were at-risk or identified with disabilities engaged in naturalistic early childhood environments (home, community, and classroom settings). Teacher candidates were grouped by their environmental assignment and reviewed video interactions to provide feedback to their peers. Teacher candidates' quality of feedback changed over time which impacted teacher candidate use of strategies as well as focus child use of skills. Additionally, the teacher candidates perceived the intervention package to be feasible and acceptable. Implications for research and practice are discussed.

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Supporting Caregiver Coaching in Telepractice Through Web-Based Professional Development

et al. 2022

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Purpose: The COVID-19 pandemic caused a rapid shift in service delivery; hence, many speech-language pathologists (SLPs) were delivering services to children and families via telepractice without advanced notice or preparation. This clinical focus article describes a caregiver coaching approach that can be implemented through telepractice and the results of a professional development training designed to assist early intervention (EI) providers in quickly implementing the caregiver coaching model. Method: Twenty-five EI providers participated in web-based professional development trainings describing the components of a caregiver coaching approach to be used in telepractice. Participants completed pre- and posttraining surveys to report on their current knowledge of caregiver coaching and self-reported changes in their provision of caregiver coaching through telepractice. Results: Most participants were able to list, describe, and identify caregiver coaching strategies following training. All providers also described changes in their implementation of the caregiver coaching practices during interactions with children and families in telehealth sessions after receiving training. Conclusions: This clinical focus article provides information for SLPs on the implementation of caregiver coaching approaches as applied in telepractice, as well as preliminary evidence of the effectiveness for web-based professional development training to expand SLPs' knowledge and skills related to caregiver coaching in EI. Future research, including ongoing professional development and coaching to ensure fidelity in the implementation of this approach, is discussed, as well as recommendations to expand practice and research in the area of caregiver coaching in telepractice.

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

Cited by 9 publications

References 18 publications

Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention

Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention

The Development of Technology-Enhanced Performance-Based Peer Feedback to Support Teacher Candidate Practice and Child Outcomes

Supporting Caregiver Coaching in Telepractice Through Web-Based Professional Development

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