Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-05-21 DOI:10.1177/02711214211007572

M. Romano, Melissa P. Schnurr, E. Barton, Juliann Woods, C. Weigel

引用次数: 7

Abstract

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.

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在C部分早期干预中同伴教练作为基于社区的胜任力驱动

本研究采用实施科学框架，考察了内部同伴教练实施的多成分专业发展（PD）方法对早期干预提供者使用基于家庭指导的常规干预的影响。这项实验研究在参与者中使用了单例多基线设计，在美国社区C部分项目中，与早期干预（EI）提供者（n=9）和有婴幼儿的家庭（n=18）在三个地点进行了复制。数据表明，多元PD方法和EIs使用干预措施之间存在函数关系。使用病例间标准化平均差异效应大小来确认视觉分析的结果。讨论了使用实施科学框架在早期干预系统中建立能力驱动因素的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.