Early Interventionists' Perspectives about Changes in Caregiver Coaching during COVID-19: A Mixed Methods Study

Autor/inn/en	Williams, Crystal S.; Ostrosky, Michaelene M.
Titel	Early Interventionists' Perspectives about Changes in Caregiver Coaching during COVID-19: A Mixed Methods Study
Quelle	In: Topics in Early Childhood Special Education, 43 (2023) 3, S.227-240 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214231199547
Schlagwörter	Early Intervention; Educational Change; Caregivers; Coaching (Performance); COVID-19; Pandemics; Models; Family Involvement + Suchen Sie Ihr Suchwort? Bildungsreform; Caregiver; Carer; Betreuungsperson; Pfleger; Analogiemodell
Abstract	Caregiver coaching is a recommended practice in early intervention; however, many barriers exist that can prevent early interventionists (EIs) from implementing it. This mixed method study was designed to understand if EIs' perceived use of caregiver coaching changed after Illinois' COVID-19 pandemic stay-at-home order. Questionnaire data and interview data were analyzed together to explore changes reported by participants. Findings show that participants believed they used coaching practices and coached within routines more often following the stay-at-home order and that their changes in caregiver coaching had an impact on families (e.g., increased caregiver engagement, child progress, more meaningful intervention). Findings suggest that the stay-at-home order evoked a much-needed change in caregiver coaching. Implications include the need for research on contributors to EIs' use of caregiver coaching and how to effectively use modeling. Implications for practice suggest that EIs should explain coaching to families and individualize their approach to promote family engagement in their children's intervention. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01