Abstract
Early intervention (EI) for infants and toddlers with disabilities relies on family-centered practices. Caregiver coaching, one family-centered practice used in EI, can lead to improved supports by caregivers and improved outcomes for children with disabilities. However, within the research literature, little is understood about the experiences, practices, and barriers EI providers face when coaching caregivers. To understand these issues, a mixed method design was used to collect quantitative and qualitative data using questionnaires, EI provider interviews, and coaching logs from EI providers. Results from all three data collection sources for 19 early interventionists provide insight into the perceptions, experiences, benefits, and barriers of caregiver coaching as shared by EI providers in one state. Implications for practice, future research directions, and limitations are discussed.
| Original language | English (US) |
|---|---|
| Journal | Topics in Early Childhood Special Education |
| DOIs | |
| State | Published - Jan 1 2019 |
Fingerprint
Keywords
- caregiver–child interaction
- developmental delay
- family-centered
- home visiting
- involvement of families
- personnel preparation
ASJC Scopus subject areas
- Education
- Public Health, Environmental and Occupational Health
Cite this
Early Interventionists’ Caregiver Coaching : A Mixed Methods Approach Exploring Experiences and Practices. / Douglas, Sarah N.; Meadan-Kaplansky, Hedda; Kammes, Rebecca.
In: Topics in Early Childhood Special Education, 01.01.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Early Interventionists’ Caregiver Coaching
T2 - A Mixed Methods Approach Exploring Experiences and Practices
AU - Douglas, Sarah N.
AU - Meadan-Kaplansky, Hedda
AU - Kammes, Rebecca
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Early intervention (EI) for infants and toddlers with disabilities relies on family-centered practices. Caregiver coaching, one family-centered practice used in EI, can lead to improved supports by caregivers and improved outcomes for children with disabilities. However, within the research literature, little is understood about the experiences, practices, and barriers EI providers face when coaching caregivers. To understand these issues, a mixed method design was used to collect quantitative and qualitative data using questionnaires, EI provider interviews, and coaching logs from EI providers. Results from all three data collection sources for 19 early interventionists provide insight into the perceptions, experiences, benefits, and barriers of caregiver coaching as shared by EI providers in one state. Implications for practice, future research directions, and limitations are discussed.
AB - Early intervention (EI) for infants and toddlers with disabilities relies on family-centered practices. Caregiver coaching, one family-centered practice used in EI, can lead to improved supports by caregivers and improved outcomes for children with disabilities. However, within the research literature, little is understood about the experiences, practices, and barriers EI providers face when coaching caregivers. To understand these issues, a mixed method design was used to collect quantitative and qualitative data using questionnaires, EI provider interviews, and coaching logs from EI providers. Results from all three data collection sources for 19 early interventionists provide insight into the perceptions, experiences, benefits, and barriers of caregiver coaching as shared by EI providers in one state. Implications for practice, future research directions, and limitations are discussed.
KW - caregiver–child interaction
KW - developmental delay
KW - family-centered
KW - home visiting
KW - involvement of families
KW - personnel preparation
UR - http://www.scopus.com/inward/record.url?scp=85061918703&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85061918703&partnerID=8YFLogxK
U2 - 10.1177/0271121419829899
DO - 10.1177/0271121419829899
M3 - Article
AN - SCOPUS:85061918703
JO - Topics in Early Childhood Special Education
JF - Topics in Early Childhood Special Education
SN - 0271-1214
ER -