The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2023-09-20 DOI:10.1177/02711214231198691

Lindsay R. Dennis, Kelly Farquharson, Anne Reed, Rebecca Summy, Jennifer Westmoreland, Kimberline Clark

{"title":"The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays","authors":"Lindsay R. Dennis, Kelly Farquharson, Anne Reed, Rebecca Summy, Jennifer Westmoreland, Kimberline Clark","doi":"10.1177/02711214231198691","DOIUrl":null,"url":null,"abstract":"This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five educators (three SLP-As and two paraeducators) participated in the study. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary. Results demonstrate that all five educators were able to successfully implement the strategies with high and consistent levels of fidelity during the intervention and maintained similar levels of fidelity even after coaching and scripted supports were faded or removed. All five preschool participants showed gains in both expressive and receptive vocabulary. Social validity results support the feasibility and usefulness of the intervention. Implications for research and practice are provided.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/02711214231198691","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five educators (three SLP-As and two paraeducators) participated in the study. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary. Results demonstrate that all five educators were able to successfully implement the strategies with high and consistent levels of fidelity during the intervention and maintained similar levels of fidelity even after coaching and scripted supports were faded or removed. All five preschool participants showed gains in both expressive and receptive vocabulary. Social validity results support the feasibility and usefulness of the intervention. Implications for research and practice are provided.

查看原文本刊更多论文

以实践为基础的辅导对言语语言病理学助理和辅助教育工作者与语言迟缓儿童共同阅读策略实施的影响

本研究考察了基于实践的指导和脚本支持的效果，旨在支持辅助教育工作者和语言病理学助理(SLP-As)对有语言迟缓的学龄前儿童实施基于证据的共享阅读策略。我们采用了跨行为的单一案例、多重基线。五名教育工作者(三名特殊教育工作者和两名辅助教育工作者)参与了这项研究。主要因变量是正确实施策略的百分比;第二因变量是表达性和接受性词汇。结果表明，在干预期间，所有五名教育工作者都能够以高水平和一致的保真度成功实施策略，即使在指导和脚本支持消失或删除后，也能保持相似的保真度。所有五名学龄前儿童在表达性和接受性词汇方面都有所提高。社会效度结果支持干预的可行性和有效性。提供了对研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.