Family involvement is a cornerstone of early intervention (EI). Therefore, positive caregiver outcomes are vital, particularly in caregiver-implemented interventions. As such, caregiver instructional approaches should optimize adult learning. This study investigated the comparative efficacy of coaching and traditional caregiver instruction on caregiver outcomes across EI disciplines. A systematic search for articles was conducted using PRISMA guidelines. Meta-analysis methodology was used to analyze caregiver outcomes, and a robust variance estimate model was used to control for within-study effect size correlations. Seven relevant studies were ultimately included in the analysis. A significant, large effect of coaching on caregiver outcomes was observed compared to other models of instruction (g = 0.745, SE = 0.125, p = .0013). These results support the adoption of a coaching framework to optimize caregiver outcomes in EI. Future research should examine how coaching and traditional instruction can be used in tiered intervention models with a variety of populations.
Artman-MeekerK.FettigA.BartonE. E.PenneyA.ZengS. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35(3), 183–196. https://doi.org/10.1177/0271121415595550
2.
BartonE. E.FettigA. (2013). Parent-implemented interventions for young children with disabilities: A review of fidelity features. Journal of Early Intervention, 35(2), 194–219. https://doi.org/10.1177/1053815113504625
3.
BeauchaineT. P.Webster-StrattonC.ReidM. J. (2005). Mediators, moderators, and predictors of 1-year outcomes among children treated for early-onset conduct problems: A latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73(3), 371–388. https://doi.org/10.1037/0022-006X.73.3.371
4.
BrownJ. A.WoodsJ. J. (2016). Parent-implemented communication intervention: Sequential analysis of triadic relationships. Topics in Early Childhood Special Education, 36(2), 115–124. https://doi.org/10.1177/0271121416628200
5.
ChowJ. C.HamptonL. H. (2019). Sequential multiple-assignment randomized trials: Developing and evaluating adaptive interventions in special education. Remedial and Special Education, 40(5), 267–276. https://doi.org/10.1177/0741932518759422
6.
CooperH.HedgesL. V.ValentineJ. C. (2009). The handbook of research synthesis and meta-analysis. Russell Sage Foundation.
7.
*DirksT.Hadders-AlgraM. (2011). The role of the family in intervention of infants at high risk of cerebral palsy: A systematic analysis. Developmental Medicine & Child Neurology, 53(4), 62–67. https://doi.org/10.1111/j.1469-8749.2011.04067.x
FosterL.DunnW.LawsonL. M. (2013). Coaching mothers of children with autism: A qualitative study for occupational therapy practice. Physical & Occupational Therapy in Pediatrics, 33(2), 253–263. https://doi.org/10.3109/01942638.2012.747581
10.
FriedmanM.WoodsJ.SalisburyC. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children, 25(1), 62–82. https://doi.org/10.1097/IYC.0b013e31823d8f12
11.
*GrossD.BelcherH. M.BudhathokiC.OfoneduM. E.UvegesM. K. (2018). Does parent training format affect treatment engagement? A randomized study of families at social risk. Journal of Child and Family Studies, 27(5), 1579–1593. https://doi.org/10.1007/s10826-017-0984-1
12.
*GulsrudA. C.HellemannG.ShireS.KasariC. (2016). Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 57(5), 606–613. https://doi.org/10.1111/jcpp.12481
13.
HanischC.HautmannC.PlückJ.EichelbergerI.DöpfnerM. (2014). The prevention program for externalizing problem behavior (PEP)improves child behavior by reducing negative parenting: Analysis of mediating processes in a randomized controlled trial. Journal of Child Psychology and Psychiatry, 55(5), 473–484. https://doi.org/10.1111/jcpp.12177
14.
HannaK.RodgerS. (2002). Towards family-centred practice in paediatric occupational therapy: A review of the literature on parent–therapist collaboration. Australian Occupational Therapy Journal, 49(1), 14–24. https://doi.org/10.1046/j.0045-0766.2001.00273.x
15.
Haring BielC.BuzhardtJ.BrownJ. A.RomanoM. K.LorioC. M.WindsorK. S.KaczmarekL. A.GwinR.SandallS. S.GoldsteinH. (2019). Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity. Early Childhood Research Quarterly, 50, 140–156. https://doi.org/10.1016/j.ecresq.2018.12.002
16.
HarrisP. A.TaylorR.ThielkeR.PayneJ.GonzalezN.CondeJ. G. (2009). Research electronic data capture (REDCap)—A metadata-driven methodology and workflow process for providing translational research informatics support. Journal of Biomedical Informatics, 42(2), 377–381. https://doi.org/10.1016/j.jbi.2008.08.010
HedgesL. V.TiptonE.JohnsonM. C. (2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1(1), 39–65. https://doi.org/10.1002/jrsm.5
Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108–446 §118 Stat. 2647 (2004).
21.
*IngersollB.WainerA. L.BergerN. I.PickardK. E.BonterN. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46(7), 2275–2284. https://doi.org/10.1007/s10803-016-2755-z
22.
KarpurA.LelloA.FrazierT.DixonP. J.ShihA. J. (2018). Health disparities among children with autism spectrum disorders: Analysis of the national survey of children’s health 2016. Journal of Autism and Developmental Disorders, 49(4), 1652–1664. https://doi.org/10.1007/s10803-018-3862-9
23.
*KasariC.GulsrudA.PaparellaT.HellemannG.BerryK. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of Consulting and Clinical Psychology, 83(3), 554–563. https://doi.org/10.1037/a0039080
24.
*KasariC.LawtonK.ShihW.BarkerT. V.LandaR.LordC.OrlichF.KingB.WetherbyA.SenturkD. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72–e79. https://doi.org/10.1542/peds.2013-3229
25.
KempP.TurnbullA. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305–324. https://doi.org/10.1097/IYC.0000000000000018
26.
LipseyM. W.WilsonD. B. (2001). Practical meta-analysis. Sage.
27.
McManusS. B. (2009). Enhancing positive early childhood mental health outcomes in young children (Publication No. 3356587) [Doctoral dissertation, University of Oregon]. ProQuest Dissertations and Theses Global.
28.
MoherD.LiberatiA.TetzlaffJ.AltmanD. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLOS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
29.
*O’BrienK. A. (2011). Training methods for child directed interaction (CDI) in parent-child interaction therapy (PCIT) and parenting skill acquisition (Publication No. 3416465) [Doctoral dissertation, University of Florida]. ProQuest Dissertations and Theses Global.
30.
*PackardT.RobinsonE. A.GroveD. C. (1983). The effect of training procedures on the maintenance of parental relationship building skills. Journal of Clinical Child & Adolescent Psychology, 12(2), 181–186. https://doi.org/10.1080/15374418309533128
31.
*PizzanoM. (2018). Out of the ivory tower: Generalizing caregiver-delivered interventions for children with ASD [Master’s thesis, University of California Los Angeles]. UCLA Electronic Theses and Dissertations.
32.
RobertsM. Y.CurtisP. R.SoneB. J.HamptonL. H. (2019). Association of parent training with child language development: A systematic review and meta-analysis. JAMA Pediatrics, 173(7), 671–680. https://doi.org/10.1001/jamapediatrics.2019.1197
33.
RobertsM. Y.KaiserA. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. https://doi.org/10.1044/1058-0360(2011/10-0055)
34.
RobertsM. Y.KaiserA. P. (2015). Early intervention for toddlers with language delays: A randomized controlled trial. Pediatrics, 135(4), 686–693. https://doi.org/10.1542/peds.2014-2134
35.
RStudio Team. (2015). RStudio: Integrated development for R. RStudio. http://www.rstudio.com/
36.
SameroffA. J.ChandlerM. J. (1975). Reproductive risk and the continuum of caretaking casualty. Review of Child Development Research, 4, 187–244.
37.
*ShireS. Y.GulsrudA.KasariC. (2016). Increasing responsive parent–child interactions and joint engagement: Comparing the influence of parent-mediated intervention and parent psychoeducation. Journal of Autism and Developmental Disorders, 46(5), 1737–1747. https://doi.org/10.1007/s10803-016-2702-z
38.
TrivetteC. M.DunstC. J.HambyD. W.O’HerinC. E. (2009). Characteristics and consequences of adult learning methods and strategies. Research Brief, 3(1), 1–33. http://tnt.asu.edu
39.
ViechtbauerW. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. https://doi.org/10.18637/jss.v036.i03
40.
Virués-OrtegaJ. (2010). Applied behavior analytic intervention for autism in early childhood: Meta-analysis, meta-regression and dose–response meta-analysis of multiple outcomes. Clinical Psychology Review, 30(4), 387–399. https://doi.org/10.1016/j.cpr.2010.01.008
41.
WoodsJ. J.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. https://doi.org/10.1044/0161-1461(2011/10-0016)
42.
Wyatt KaminskiJ.ValleL. A.FileneJ. H.BoyleC. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology, 36(4), 567–589. https://doi.org/10.1007/s10802-007-9201-9
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.
