Caregiver and Provider Experiences with Coaching and Embedded Intervention

Despite an emphasis in the field on triadic approaches to the delivery of early intervention (EI), remarkably little is known about the shared experiences of caregivers (CGs) and providers during home visits. Within the context of developing, refining, and evaluating the "Embedded Practices and...

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Bibliographic Details
Published in:Topics in early childhood special education 2018-05, Vol.38 (1), p.17
Main Authors: Salisbury, Christine, Woods, Juliann, Snyder, Patricia, Moddelmog, Kierstin, Mawdsley, Helena, Romano, Mollie, Windsor, Kelly
Format: Article
Language:English
Subjects:
Caregiver Attitudes
Coaching (Performance)
Delivery Systems
Early Childhood Education
Early Intervention
Educational Practices
Employer Attitudes
Feedback (Response)
Focus Groups
Home Visits
Intervention
Interviews
Learning Experience
Qualitative Research
Rating Scales
Severe Disabilities
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Summary:Despite an emphasis in the field on triadic approaches to the delivery of early intervention (EI), remarkably little is known about the shared experiences of caregivers (CGs) and providers during home visits. Within the context of developing, refining, and evaluating the "Embedded Practices and Intervention With Caregivers" (EPIC) approach, two studies were undertaken with 11 EI providers and 19 CGs of infants/toddlers with moderate-severe delays/disabilities to gather their perspectives about and experiences with the EPIC approach. The EPIC intervention has two components: CG coaching and a five-question (5Q) process for supporting embedded practices. Interview, focus group, and rating scale data were collected in both studies and aggregated for reporting purposes in the present article. Findings are described with regard to the coaching and 5Q components and the extent to which participants found the intervention to be feasible, acceptable, and useful. Implications for future research and professional development on coaching and embedded intervention practices are discussed. [For the corresponding Grantee submission, see ED581281.]
ISSN:0271-1214
DOI:10.1177/0271121417708036