The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays

This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseli...

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Bibliographic Details
Published in:Topics in early childhood special education 2024-02, Vol.43 (4), p.249-264
Main Authors: Dennis, Lindsay R., Farquharson, Kelly, Reed, Anne, Summy, Rebecca, Westmoreland, Jennifer, Clark, Kimberline
Format: Article
Language:English
Subjects:
Children with disabilities
Coaching
Language disorders
Literacy
Paraprofessionals
Reading instruction
Speech therapy
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Summary:This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five U.S. educators (three SLP-As and two paraeducators) participated in the study. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary. Results demonstrate that all five educators were able to successfully implement the strategies with high and consistent levels of fidelity during the intervention and maintained similar levels of fidelity even after coaching and scripted supports were faded or removed. All five preschool participants showed gains in both expressive and receptive vocabulary. Social validity results support the feasibility and usefulness of the intervention. Implications for research and practice are provided.
ISSN:0271-1214
1538-4845
DOI:10.1177/02711214231198691