Skip to main content

Advertisement

Log in

Promoting Caregiver Coaching Practices Within Early Intervention: Reflection and Feedback

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

Family-centered practices are a hallmark of early intervention (EI). Early intervention service providers are expected to engage in practices that emphasize family strengths, promote family choice and control, and develop collaborative relationships between professionals and families. In 2014 the Division for Early Childhood of the Council for Exceptional Children released a series of revised recommended practices for the field of EI and early childhood special education. The seven topic strands include: assessment, environment, family, instruction, interaction, teaming and collaboration, and transition. This paper addresses practices under multiple topic strands including instruction and family. The purpose of this manuscript is to present strategies that: (a) encourage caregiver reflection—a critical, yet challenging, component of coaching, (b) guide service providers in providing feedback to the caregiver, and (c) enhance service providers use of self-reflection.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1

Similar content being viewed by others

References

  • Amobi, F. A. (2005). Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly,32(1), 115–130.

    Google Scholar 

  • Bailey, D. B., Raspa, M., & Fox, L. C. (2012). What is the future of family-centered outcomes and family-centered services? Topics in Early Childhood Special Education.,31(4), 216–223.

    Google Scholar 

  • Barton, E. E., Pribble, L., & Chen, C. I. (2013). The use of e-mail to deliver performance-based feedback to early childhood practitioners. Journal of Early Intervention,35(3), 270–297.

    Google Scholar 

  • Brandt, K. (2014). Transforming clinical practice through reflection work. In K. Brandt, B. Perry, S. Seligman, & E. Tronick (Eds.), Infant and early childhood mental health: Core concepts and clinical practice (pp. 293–307). Washington, DC: American Psychiatric Association.

    Google Scholar 

  • Carlson, J. R. (2019). How am I going to handle the situation? The role(s) of reflective practice and critical friend groups in secondary teacher education. International Journal for the Scholarship of Teaching and Learning,13(1), n1.

    Google Scholar 

  • Clarà, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education,66(3), 261–271.

    Google Scholar 

  • Codding, R. S., Feinberg, A. B., Dunn, E. K., & Pace, G. M. (2005). Effects of immediate performance feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis,38(2), 205–219.

    Google Scholar 

  • Colyvas, J. L., Sawyer, L. B., & Campbell, P. H. (2010). Identifying strategies early intervention occupational therapists use to teach caregivers. American Journal of Occupational Therapy,64(5), 776–785.

    Google Scholar 

  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.decsped.org/recommended practices.

  • Douglas, S. N., Chapin, S., & Nolan, J. (2016). Special education teachers’ experiences supporting and supervising paraeducators: Implications for special and general education settings. Teacher Education and Special Education,39(1), 60–74.

    Google Scholar 

  • Douglas, S. N., Kammes, R., & Nordquist, E. (2018). Interactive online communication training for parents of children with autism spectrum disorders. Communication Disorders Quarterly,39(3), 415–425.

    Google Scholar 

  • Douglas, S. N., Nordquist, E., Kammes, R., & Gerde, H. (2017). Online parent communication training for young children with complex communication needs. Infants & Young Children,30(4), 288–303.

    Google Scholar 

  • Dunst, C. J., Trivette, C. M., & Deal, A. (1994). Supporting and strengthening families: Methods, strategies and practices (Vol. 1). Cambridge, MA: Brookline.

    Google Scholar 

  • Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuting Education and Lifelong Learning,3(1), 91–112.

    Google Scholar 

  • Epley, P. M., Summer, J. A., & Turnbull, A. P. (2011). Family outcomes of early intervention: Families’ perceptions of needs, services, and outcomes. Journal of Early Intervention,33(3), 201–219.

    Google Scholar 

  • Fleming, J. A., Sawyer, L. B., & Campbell, P. H. (2011). Early intervention providers’ perspectives about implementing participation-based practices. Topics in Early Childhood Special Education,30(4), 233–244.

    Google Scholar 

  • Foong, L., Binti, M., & Nolan, A. (2018). Individual and collective reflection: Deepening early childhood pre-service teachers’ reflective thinking during practicum. Australasian Journal of Early Childhood,43(1), 43–51.

    Google Scholar 

  • Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children,25(1), 62–82.

    Google Scholar 

  • Gün, B. (2010). Quality self-reflection through reflection training. ELT Journal,65(2), 126–135.

    Google Scholar 

  • Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with ASD spectrum disorders. Journal of Positive Behavior Interventions,8(2), 79–87.

    Google Scholar 

  • James, C., & Chard, G. (2010). A qualitative study of parental experiences of participation and partnership in an early intervention service. Infants and Young Children,23(4), 275–285.

    Google Scholar 

  • Jayaraman, G., Marvin, C., Knoche, L., & Bainter, S. (2015). Coaching conversations in early childhood programs: The contributions of coach and coachee. Infants & Young Children,28(4), 323–336.

    Google Scholar 

  • Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children,27(4), 305–324.

    Google Scholar 

  • Lefroy, J., Watling, C., Teunissen, P. W., & Brand, P. (2015). Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspectives on medical education,4(6), 284–299.

    Google Scholar 

  • Mahoney, G. J., & MacDonald, J. (2007). Autism and developmental delays in young children: The responsive teaching curriculum for parents and professionals. Austin, TX: Pro-Ed.

    Google Scholar 

  • Marturana, E. R., & Woods, J. J. (2012). Technology-supported performance-based feedback for early intervention home visiting. Topics in Early Childhood Special Education,32(1), 14–23.

    Google Scholar 

  • Meadan, H., Douglas, S. N., Kammes, R., & Schraml-Block, K. (2018). I’m a different coach with every family: Early interventionists beliefs and practices. Infants & Young Children,31(3), 200–214.

    Google Scholar 

  • Meadan, H., Meyer, L. E., Snodgrass, M. R., & Halle, J. W. (2013). Coaching parents of young children with autism in rural areas using internet-based technologies: A pilot program. Rural Special Education Quarterly,32(3), 3–10.

    Google Scholar 

  • Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. W. (2016). Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention,38(1), 3–23.

    Google Scholar 

  • Meadan, H., Snodgrass, M. R., Palomo, I., Amenta, C. G., & Halle, J. W. (2017). A framework for defining contexts for training and coaching practices. Exceptionality,4, 253–269.

    Google Scholar 

  • Minor, L., DuBard, M., & Luiselli, J. K. (2014). Improving intervention integrity of direct-service practitioners through performance feedback and problem solving consultation. Behavioral Interventions,29(2), 145–156.

    Google Scholar 

  • Morin, A. (2011). Self-awareness part 1: Definition, measures, effects, functions, and antecedents. Social and Personality Psychology Compass,5(10), 807–823.

    Google Scholar 

  • NAEYC & NACCRRA. (2011). Early Childhood Education Professional Development: Training and Technical Assistance Glossary. National Association for the Education of Young Children, National Association of Child Care Resource & Referral Agencies. Retrieved from http://www.naeyc.org/GlossaryTraining_TA.pdf.

  • Peterson, D. S., Taylor, B. M., Burnham, B., & Schock, R. (2009). Reflective coaching conversations: A missing piece. The Reading Teacher,62(6), 500–509.

    Google Scholar 

  • Rathel, J. M., Drasgow, E., & Christle, C. C. (2008). Effects of supervisor performance feedback on increasing preservice teachers’ positive communication behaviors with students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders,16(2), 67–77.

    Google Scholar 

  • Rush, D., & Shelden, M. (2011). The early childhood coaching handbook. Baltimore, MD: Brookes Publishing.

    Google Scholar 

  • Rush, D., Shelden, M., & Hanft, B. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children,16(1), 33–47.

    Google Scholar 

  • Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education,27(4), 396–407.

    Google Scholar 

  • Swafford, M. D., Wingate, K. O., Zagumny, L., & Richey, D. (2015). Families living in poverty: Perceptions of family-centered practices. Journal of Early Intervention,37(2), 138–154.

    Google Scholar 

  • Tomlin, A. M., Hines, E., & Sturm, L. (2016). Reflection in home visiting: The what, why, and a beginning step toward how. Infant Mental Health Journal,37(6), 617–627.

    Google Scholar 

  • Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Research Brief,3(1), 1–33.

    Google Scholar 

  • Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. San Francisco, CA: Wiley.

    Google Scholar 

  • Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2013). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

    Google Scholar 

  • Zeichner, K. M., & Liston, D. P. (2013). Reflective teaching: An introduction (2nd ed.). New York: Taylor & Francis.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Hedda Meadan.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary material 1 (DOCX 16 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Inbar-Furst, H., Douglas, S.N. & Meadan, H. Promoting Caregiver Coaching Practices Within Early Intervention: Reflection and Feedback. Early Childhood Educ J 48, 21–27 (2020). https://doi.org/10.1007/s10643-019-00980-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-019-00980-2

Keywords

Navigation