The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children

被引：33

作者：

Meadan, Hedda ^{[1
]}

Chung, Moon Y. ^{[2
]}

Sands, Michelle M. ^{[1
]}

Snodgrass, Melinda R. ^{[3
]}

机构：

[1] Univ Illinois, 1310 South Sixth St, Champaign, IL 61820 USA

[2] Stonehill Coll, Easton, MA USA

[3] Illinois State Univ, Normal, IL 61761 USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2020年 / 54卷 / 02期

关键词：

coaching and training; telepractice; professional development; PROFESSIONAL-DEVELOPMENT PROGRAM; EARLY INTERVENTION; YOUNG-CHILDREN; COMMUNICATION INTERVENTION; SOCIAL VALIDITY; AUTISM; DISABILITIES; FEATURES;

D O I：

10.1177/0022466919884070

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Teaching caregivers to support their young children's language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers' use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers' use of coaching practices with families on their caseload.

引用

页码：113 / 125

页数：13

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