Early Interventionists’ Caregiver Coaching: A Mixed Methods Approach Exploring Experiences and Practices

Sarah N. Douglas, Hedda Meadan-Kaplansky, Rebecca Kammes

Research output: Contribution to journalArticle

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 languageEnglish (US)
JournalTopics in Early Childhood Special Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

coaching
Caregivers
caregiver
Family Practice
experience
Information Storage and Retrieval
Disabled Children
disability
Interviews
Mentoring
infant
Research
questionnaire
interview

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

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