Performance-Based Feedback to Enhance Early Interventionist's Practice and Caregiver and Child Outcomes. (May 2019)

• Record Type: Journal Article
• Authors: Coogle, Christan Grygas; Larson, Anne L.; Ottley, Jennifer R.; Root, Amy Kennedy; Bougher-Muckian, Hilary
• Is Part Of: Topics in early childhood special education. Volume 39:Number 1(2019:May)
• Page Start: 32
• Page End: 44
• Publication Date: 2019-05
• Subjects: Part C -- birth to 3 -- early intervention -- embedded learning opportunities -- family engagement; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121419831414
• Languages: English
• ISSNs: 0271-1214

Abstract

We used a multiple-probe single-case design to determine whether there was a functional relation between peer-delivered, technology-enhanced, performance-based feedback (TEPF) and early intervention (EI) providers' use of family engagement strategies and embedded learning opportunities. Participants included three coaches, three EI providers, three caregivers, and three children receiving EI services. Results suggest that although peer-delivered, TEPF did increase some of the EI providers' practices, we did not observe a functional relation. Implications for future EI research and practice are discussed.