Date Presented 03/21/24
This qualitative study examined the experiences of eight families using the coaching model in early intervention (EI) through in-depth interviews in order to dispel some myths and provide strategies to best meet families’ needs in EI.
Primary Author and Speaker: Beth K. Elenko
Additional Authors and Speakers: Alexa Georgeton, Nicole Maguire, Kavita Gera
PURPOSE: The purpose of the study was to examine families’ experiences with coaching in Early Intervention (EI) (Bruder, et al., 2019; Elenko, 2021; Seruya, 2022). Coaching is considered best practice in EI; but what is the families’ understanding of coaching, and does it meet their needs? This has been an ongoing issue with Occupational therapy practitioners (OTP) in EI. Families are unique and often lack the expectations of what EI should look like.
DESIGN: This qualitative study design used phenomenological methods. Participants were recruited through flyers distributed on social media and EI providers throughout New York State. Participants were included if they received EI services in the last five years, one of which was occupational therapy.
METHOD: Eight families participated in in-depth video Zoom interviews. Data was recorded and transcribed by researchers and transferred to Excel to apply pseudonyms then reviewed for codes and emerging themes. Trustworthiness was achieved through triangulation, expert review, and member-checking procedures.
RESULTS: Three main themes emerged to describe these experiences: Disconnect, Ying yang of telehealth, and Made me feel like a better parent.
CONCLUSION: These themes illuminated the families’ experiences with coaching, perceived changes in different providers and platforms, and their need for effective communication with their providers.
IMPACT STATEMENT: This study demonstrates OTP’s misconceptions of families and reiterates the necessity of OTPs to provide individualized, meaningful interventions for each family they encounter. Including collaboration with families, and clearly conveying the roles of the OTP with caregivers so that therapy can be effective and align with the Division of Early Childhood/Early Childhood Center (DEC/ECPC) interdisciplinary competencies (Bruder, et al., 2019).
References
Elenko, B. K. (2021). They Said: Coaching Alongside Families in Early Intervention. The Open Journal of Occupational Therapy, 9(3), 1–7. https://doi.org/10.15453/2168-6408.1837
Bruder, M.B., Catalino, T., Chiarello, L. A., Cox Mitchell, M., Deppe, J., Gundler, D., Kemp, P., LeMoine, S., Long, T., Muhlenhaupt, M., Prelock, P., Schefkind, S., Stayton, V., & Ziegler, D. (2019). Finding a Common Lens: Competencies Across Professional Disciplines Providing Early Childhood Intervention. Infants & Young Children, 32(4) 280–293. https://doi.org/10.1097/IYC.0000000000000153
Seruya, F.M., Feit, E., Tirado, A. Ottomanelli, D. & Celio, M. (2022). Caregiver coaching in early intervention: A scoping review. American Journal of Occupational Therapy, 76, 7604205070. https://doi.org/10.5014/ajot.2022.049143
