Performance-Based Feedback to Enhance Early Interventionist’s Practice and Caregiver and Child Outcomes

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...

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Bibliographic Details
Published in:Topics in early childhood special education 2019-05, Vol.39 (1), p.32-44
Main Authors: Coogle, Christan Grygas, Larson, Anne L., Ottley, Jennifer R., Root, Amy Kennedy, Bougher-Muckian, Hilary
Format: Article
Language:English
Subjects:
Caregivers
Early childhood education
Early Intervention
Educational Technology
Family Involvement
Feedback (Response)
Parent participation
Peer Teaching
Performance Based Assessment
Preschool Children
Preschool Teachers
Professional Development
Special education
Students with Disabilities
Teaching Methods
Technology Uses in Education
Video Technology
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Summary: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.
ISSN:0271-1214
1538-4845
DOI:10.1177/0271121419831414