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.
BloomG.CastagnaC.MoirE.WarrenB. (2005). Blended coaching: Skills and strategies to support principal development. Corwin Press.
3.
BronfenbrennerU. (1979). The ecology of human development. Harvard University Press.
4.
Brown-JeffyS.CooperJ. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65–84.
5.
BurenM. K.MagginD. M.BrownC. (2020). Meta-synthesis on the experiences of families from nondominant communities and special education collaboration. Exceptionality, 28(4), 259–278. https://doi.org/10.1080/09362835.2018.1480953
6.
CollinsJ. (2004). Education techniques for lifelong learning: Principles of adult learning. RadioGraphics, 24(5), 1483–1489. https://doi.org/10.1148/rg.245045020
7.
DempseyI.DunstC. J. (2004). Helpgiving styles and parent empowerment in families with a young child with a disability. Journal of Intellectual and Developmental Disability, 29(1), 40–51. https://doi.org/10.1080/13668250410001662874
Dunn DavisonM.QiC. H.KaiserA. P. (2021). Enhanced milieu teaching strategies for preschool children with autism spectrum disorder. Young Exceptional Children, 24(4), 191–199. https://doi.org/10.1177/1096250620928335
10.
DunstC. J. (2010). Advances in the understanding of the characteristics and consequences of family-centered practices (Vol. 204). Early Childhood Intervention Australia. http://www.eciavic.org.au/events/Seminar
11.
DunstC. J.TrivetteC. M. (2005). Measuring and evaluating family support program quality. Winterberry Press.
12.
EpleyP.SummersJ. A.TurnbullA. (2012). Characteristics and trends in family-centered conceptualizations. In SingerG. H. S.BiegelD. E.ConwayP. (Eds.), Family support and family caregiving across disabilities (1st ed., pp. 84–100). Routledge.
HarknessS.SuperC. M. (2020). Why understanding culture is essential for supporting children and families. Applied Developmental Science, 25(1), 14–25. https://doi.org/10.1080/10888691.2020.1789354
17.
KederR. D.MittalS.StringerK.WallisK. E.WallaceJ. E.SoaresN. S. (2022). Society for developmental & behavioral pediatrics position statement on telehealth. Journal of Developmental & Behavioral Pediatrics, 43(1), 55–59. https://doi.org/10.1097/DBP.0000000000001046
18.
KnightJ. (2022). In coaching, “one size fits one”: Coaching is “adaptive” work, but it needs structure to be impactful. Educational Leadership, 79(6), 78–79.
19.
KnocheL. L.ClineK. D.MarvinC. A. (2012). Fostering collaborative partnerships between early childhood professionals and the parents of young children. In PiantaR. C.BarnettW. S.JusticeL. M.SheridanS. M. (Eds.), Handbook of early childhood education (pp. 370–392). Guilford.
20.
KnowlesM. S.HoltonE. F.SwansonR. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge. https://doi.org/10.4324/9781315816951
21.
KorenP. E.DeChilloN.FriesenB. J. (1992). Measuring empowerment in families whose children have emotional disabilities: A brief questionnaire. Rehabilitation Psychology, 37(4), 305–321. https://doi.org/10.1037/0090-5550.37.4.305
22.
KronbergJ.TierneyE.WallischA.LittleL. M. (2021). Early intervention service delivery via telehealth during COVID-19: A research-practice partnership. International Journal of Telerehabilitation, 13(1), Article e6363. https://doi.org/10.5195/ijt.2021.6363
23.
MahoneyG. (2009). Relationship Focused Intervention (RFI): Enhancing the role of parents in children’s developmental intervention. International Journal of Early Childhood Special Education, 1, 79–94. https://doi.org/10.20489/intjecse.107978
24.
MasJ. M.DunstC. J.HambyD. W.Balcells-BalcellsA.García-VenturaS.BaquésN.GinéC. (2020). Relationships between family-centered practices and parent involvement in early childhood intervention. European Journal of Special Needs Education, 37(1), 1–13. https://doi.org/10.1080/08856257.2020.1823165
25.
McDuffieA.MachalicekW.OakesA.HaebigE.WeismerS. E.AbbedutoL. (2013). Distance video-teleconferencing in early intervention: Pilot study of a naturalistic parent-implemented language intervention. Topics in Early Childhood Special Education, 33(3), 172–185. https://doi.org/10.1177/0271121413476348
26.
McLeodR. H.HardyJ. K.CardenK. C. (2024). A review of the literature: Distance coaching in early childhood settings. Journal of Early Intervention, 46(1), 3–18. https://doi.org/10.1177/10538151231159639
27.
MeadanH.LeeJ. D.SandsM. M.ChungM. Y.García-GrauP. (2023). The coaching fidelity scale (CFS): Development and evaluation of an observational measure of coaching fidelity. Infants & Young Children, 36(1), 37–52. https://doi.org/10.1097/iyc.0000000000000231
28.
MickelsonA. M.HoffmanR. (2024). Leveraging joint planning in early intervention: Documenting with intentionality and specificity. Topics in Early Childhood Special Education, 43(4), 278–292. https://doi.org/10.1177/02711214211064774
29.
O’BrienM.McNicholasF. (2020). The use of telepsychiatry during COVID-19 and beyond. Irish Journal of Psychological Medicine, 37(4), 250–255. https://doi.org/10.1017/ipm.2020.54
30.
PassmoreA. H.Tejero HughesM. (2024). Using eCoaching to support mothers’ pretend play interactions at home. Early Childhood Education Journal, 52(1), 207–219. https://doi.org/10.1007/s10643-022-01420-4
31.
RushD. D.SheldenM. L. L. (2020). The early childhood coaching handbook. Brookes.
32.
SteedE. A.PhanN.LeechN.Charlifue-SmithR. (2022). Remote delivery of services for young children with disabilities during the early stages of the COVID-19 pandemic in the United States. Journal of Early Intervention, 44(2), 110–129. https://doi.org/10.1177/10538151211037673
33.
ZimmerW. K.MatthewsS. D. (2022). A virtual coaching model of professional development to increase teachers’ digital learning competencies. Teaching and Teacher Education, 109, 103544. https://doi.org/10.1016/j.tate.2021.103544