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.
BartonE. E.MooreH. W.SquiresJ. K. (2012). Preparing speech language pathology students to work in early childhood. Topics in Early Childhood Special Education, 32, 4–13. doi:10.1177/0271121411434567
2.
BruderM. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76, 339–355. doi:10.1177/001440291007600306
3.
CoogleC. G.OttleyJ. R.StorieS.RahnN. L.BurtA. (2018). Performance-based feedback to enhance pre-service teachers’ practice and preschool children’s expressive communication. Journal of Teacher Education. Advance online publication. doi: 10.1177/0022487118803583
4.
CoogleC. G.RahnN. L.OttleyJ. R. (2015). Pre-service teacher use of communication strategies upon receiving immediate feedback. Early Childhood Research Quarterly, 32, 105–115. doi:10.1016/j.ecresq.2015.03.003
5.
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Available from www.dec-sped.org
6.
DunstC. J.BruderM. B.Espe-SherwindtM. (2014). Family capacity-building in early childhood intervention: Do context and setting matter?School Community Journal, 24, 37–48.
7.
FrancoisJ. R.CoufalK. L.SubramanianA. (2015). Student preparation for professional practice in early intervention. Communication Disorders Quarterly, 36, 177–186. doi:10.1177/1525740114543349
8.
FriedmanM.WoodsJ.SalisburyC. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children, 25, 62–82.
9.
Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004).
10.
JohnsonJ. J.RahnN. L.BrickerD. (2015). An activity-based approach to early intervention (4th ed.). Baltimore, MD: Paul H. Brookes.
11.
KaiserA.HamptonL. (2017). Enhanced milieu teaching. In McCauleyR. J.FeyM. E.GillamR. (Eds.), Treatment of language disorders in children (pp. 87–120). Baltimore, MD: Paul H. Brookes.
12.
KratochwillT. R.HitchcockJ. H.HornerR. H.LevinJ. R.OdomS. L.RindskopfD. M.ShadishW. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34, 26–38.
13.
KratochwillT. R.LevinJ. R. (2010). Enhancing the scientific credibility of single-case intervention research: Randomization to the rescue. Psychological Methods, 15, 124–144. doi:10.1037/a0017736
14.
Krick ObornK. M.JohnsonL. D. (2015). Coaching via electronic performance feedback to support home visitors’ use of caregiver coaching strategies. Topics in Early Childhood Special Education, 35, 157–169. doi:10.1177/0271121415592411
15.
KyzarK. B.ChiuC.KempP.AlderseyH. M.TurnbullA. P.LindemanD. P. (2014). Feasibility of an online professional development program for early intervention practitioners. Infants & Young Children, 27, 174–191. doi:10.1097/IYC.0000000000000007
16.
LaneJ. D.LedfordJ. R. (2014). Using interval-based systems to measure behavior in early childhood special education and early intervention. Topics in Early Childhood Special Education, 34, 83–93. doi:10.1177/0271121414524063
17.
MarturanaE.WoodsJ. (2012). Technology supported performance feedback for early intervention home visiting. Topics in Early Childhood Special Education, 32, 14–23. doi:10.1177/0271121411434935
National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field?Chapel Hill: National Professional Development Center on Inclusion, FPG Child Development Institute, The University of North Carolina at Chapel Hill.
20.
ShadishW. R.ZelinskyN. A.VeveaJ. L.KratochwillT. R. (2016). A survey of publication practices of single-case design researchers when treatments have small or large effects. Journal of Applied Behavior Analysis, 49, 656–673. doi:10.1002/jaba.308
21.
SnyderP.HemmeterM. L.FoxL. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35, 133–143. doi:10.1177/0271121415594925
22.
SnyderP.HemmeterM. L.McLaughlinT. (2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of PL 99-457. Journal of Early Intervention, 33, 357–370. doi:10.1177/1053815111428336
23.
SpenceC. M.ConnorS. M.BurkeT.CheemaJ. R.OstroskyM. M. (2018). Assessing early intervention provider needs: Insights from one state. Infants and Young Children, 31, 53–68. doi:10.1097/IYC.0000000000000110
WoleryM.GastD. L.HammondD. (2014). Comparative intervention designs. In GastD. L.LedfordJ. (Eds.), Single subject research methodology in behavioral sciences (pp. 397–345). New York, NY: Rutledge.
YoderP. J.LedfordJ. R.HarbisonA. L.TappJ. T. (2018). Partial-interval estimation of count: Uncorrected and Poisson-corrected error levels. Journal of Early Intervention, 40, 39–51. doi:107.171/1770/5130583185115171774488407
