Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers’ use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers (n = 9) and families with infants and toddlers (n = 18) in U.S. community-based Part C programs. Data indicate a functional relation between the multicomponent PD approach and EIs’ use of the intervention. A between-case standardized mean difference effect size was used to confirm the results of the visual analysis. The implications for the use of implementation science frameworks to build competency drivers within early intervention systems are discussed.
BartonE. E.LloydB. P.SpriggsA. D.GastD. L. (2018). Visual analysis of graphic data. In LedfordJ. R.GastD. L. (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 179–214). Routledge.
2.
BransfordJ. D.BrownA. L.CockingR. R. (2000). How people learn (Vol. 11). National Academy Press.
3.
BrownJ. A.WoodsJ. J. (2015). Effects of a triadic parent-implemented home-based communication intervention for toddlers. Journal of Early Intervention, 37(1), 44–68.
4.
CampbellP. H.SawyerL. B. (2009). Changing early intervention providers’ home visiting skills through participation in professional development. Topics in Early Childhood Special Education, 28(4), 219–234.
5.
CoogleC. G.LarsonA. L.OttleyJ. R.RootA. K.Bougher-MuckianH. (2019). Performance-based feedback to enhance early interventionist’s practice and caregiver and child outcomes. Topics in Early Childhood Special Education, 39(1), 32–44.
6.
DesimoneL. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
DouglasS. N.MeadanH.KammesR. (2019). Early interventionists’ caregiver coaching: A mixed methods approach exploring experiences and practices. Topics in Early Childhood Special Education, 40(2), 84–96. https://doi.org/10.1177/0271121419829899
9.
DunstC. J. (2015). Improving the design and implementation of in-service professional development in early childhood intervention. Infants & Young Children, 28(3), 210–219.
10.
DunstC. J.TrivetteC. M. (2009). Capacity-building family-systems intervention practices. Journal of Family Social Work, 12(2), 119–143.
FriedmanM.WoodsJ. (2015). Coaching teachers to support child communication across daily routines in Early Head Start classrooms. Infants & Young Children, 28(4), 308–322.
13.
HemmeterM. L.SnyderP. A.FoxL.AlginaJ. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133–146.
14.
Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 et seq. (2004).
15.
KashinathS.WoodsJ.GoldsteinH. (2006). Enhancing generalized teaching strategy use in daily routines by parents of children with autism. Journal of Speech, Language, and Hearing Research, 49(3), 466–485.
16.
KempP.TurnbullA. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305–324.
17.
KnowlesM. S.HoltonE.SwansonR. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Elsevier.
18.
KratochwillT. R.HitchcockJ.HornerR. H.LevinJ. R.OdomS. L.RindskopfD. M.ShadishW. R. (2010). Single-case designs technical documentation. What Works Clearinghouse. https://files.eric.ed.gov/fulltext/ED510743.pdf
19.
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(3), 157–169.
20.
LorioC. M.RomanoM.WoodsJ. J.BrownJ. (2020). A review of problem solving and reflection as caregiver coaching strategies in early intervention. Infants & Young Children, 33(1), 35–70.
21.
LuzeG. J.LinebargerD. L.GreenwoodC. R.CartaJ. J.WalkerD.LeitschuhC.AtwaterJ. B. (2001). Developing a general outcome measure of growth in the expressive communication of infants and toddlers. School Psychology Review, 30(3), 383–406.
22.
MarturanaE. R.WoodsJ. J. (2012). Technology-supported performance-based feedback for early intervention home visiting. Topics in Early Childhood Special Education, 32(1), 14–23.
23.
MeadanH.DouglasS. N.KammesR.Schraml-BlockK. (2018). “I’m a different coach with every family”: Early interventionists' beliefs and practices. Infants & Young Children, 31(3), 200–214.
24.
MetzA.HalleT.BartleyL.BlasbergA. (2013). The key components of successful implementation. In HalleT.MetzA.Martinez-BeckI. (Eds.), Applying implementation science in early childhood programs and systems (pp. 21–42). Paul H. Brookes.
25.
OdomS. L.DudaM. A.KucharczykS.CoxA. W.StabelA. (2014). Applying an implementation science framework for adoption of a comprehensive program for high school students with autism spectrum disorder. Remedial and Special Education, 35(2), 123–132.
26.
PetersonC. A.LuzeG. J.EshbaughE. M.JeonH. J.KantzK. R. (2007). Enhancing parent-child interactions through home visiting: Promising practice or unfulfilled promise?Journal of Early Intervention, 29(2), 119–140.
27.
PiastaS. B.JusticeL. M.O'ConnellA. A.MauckS. A.Weber-MayrerM.SchachterR. E.. . . SpearC. F. (2017). Effectiveness of large-scale, state-sponsored language and literacy professional development on early childhood educator outcomes. Journal of Research on Educational Effectiveness, 10(2), 354–378.
28.
PustejovskyJ. E.ChenM.HamiltonB. (2020). scdhlm: A web-based calculator for between-case standardized mean differences (Version 0.5.2) \[Web application\]. https://jepusto.shinyapps.io/scdhlm
29.
PustejovskyJ. E.HedgesL. V.ShadishW. R. (2014). Design-comparable effect sizes in multiple baseline designs: A general modeling framework. Journal of Educational and Behavioral Statistics, 39, 368–393. https://doi.org/10.3102/1076998614547577
30.
RomanoM.SchnurrM. (2020). Mind the gap: Strategies to bridge the research-to-practice divide in early intervention caregiver coaching practices. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/0271121419899163
31.
RomanoM.WoodsJ. (2018). Collaborative coaching with Early Head Start teachers using responsive communication strategies. Topics in Early Childhood Special Education, 38(1), 30–41.
32.
SalisburyC.WoodsJ.SnyderP.ModdelmogK.MawdsleyH.RomanoM.WindsorK. (2018). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education, 38(1), 17–29.
33.
SawyerB. E.CampbellP. H. (2017). Teaching caregivers in early intervention. Infants & Young Children, 30(3), 175–189.
34.
SchertzH. H.BakerC.HurwitzS.BennerL. (2011). Principles of early intervention reflected in toddler research in autism spectrum disorders. Topics in Early Childhood Special Education, 31(1), 4–21.
35.
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(4), 357–370.
36.
SnyderP.HemmeterM. L.McLeanM.SandallS.McLaughlinT.AlginaJ. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213–232.
37.
SnyderP.HemmeterM. L.MeekerK. A.KinderK.PasiaC.McLaughlinT. (2012). Characterizing key features of the early childhood professional development literature. Infants & Young Children, 25(3), 188–212.
38.
TrivetteC. M.DunstC. J.HambyD. W. (2010). Influences of family-systems intervention practices on parent-child interactions and child development. Topics in Early Childhood Special Education, 30(1), 3–19.
39.
WindsorK. S.WoodsJ.KaiserA. P.SnyderP.SalisburyC. (2019). Caregiver-implemented intervention for communication and motor outcomes for infants and toddlers. Topics in Early Childhood Special Education, 39(2), 73–87. https://doi.org/10.1177/0271121418815250
40.
WoodsJ. (2018). Family Guided Routines Based Intervention—Key indicators manual (3rd ed.). Unpublished manual, Communication and Early Childhood Research and Practice Center, Florida State University, Tallahassee, FL, USA.
41.
WoodsJ.KashinathS.GoldsteinH. (2004). Effects of embedding caregiver-implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, 26(3), 175–193.
42.
WoodsJ.WilcoxM. J.FriedmanM.MurchT. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services in Schools, 42(3), 379–392.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
