早期干预者对COVID-19期间护理人员指导变化的看法:一项混合方法研究

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2023-09-12 DOI:10.1177/02711214231199547

Crystal S. Williams, Michaelene M. Ostrosky

{"title":"早期干预者对COVID-19期间护理人员指导变化的看法:一项混合方法研究","authors":"Crystal S. Williams, Michaelene M. Ostrosky","doi":"10.1177/02711214231199547","DOIUrl":null,"url":null,"abstract":"Caregiver coaching is a recommended practice in early intervention; however, many barriers exist that can prevent early interventionists (EIs) from implementing it. This mixed method study was designed to understand if EIs’ perceived use of caregiver coaching changed after Illinois’ COVID-19 pandemic stay-at-home order. Questionnaire data and interview data were analyzed together to explore changes reported by participants. Findings show that participants believed they used coaching practices and coached within routines more often following the stay-at-home order and that their changes in caregiver coaching had an impact on families (e.g., increased caregiver engagement, child progress, more meaningful intervention). Findings suggest that the stay-at-home order evoked a much-needed change in caregiver coaching. Implications include the need for research on contributors to EIs’ use of caregiver coaching and how to effectively use modeling. Implications for practice suggest that EIs should explain coaching to families and individualize their approach to promote family engagement in their children’s intervention.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Early Interventionists’ Perspectives About Changes in Caregiver Coaching During COVID-19: A Mixed Methods Study\",\"authors\":\"Crystal S. Williams, Michaelene M. Ostrosky\",\"doi\":\"10.1177/02711214231199547\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Caregiver coaching is a recommended practice in early intervention; however, many barriers exist that can prevent early interventionists (EIs) from implementing it. This mixed method study was designed to understand if EIs’ perceived use of caregiver coaching changed after Illinois’ COVID-19 pandemic stay-at-home order. Questionnaire data and interview data were analyzed together to explore changes reported by participants. Findings show that participants believed they used coaching practices and coached within routines more often following the stay-at-home order and that their changes in caregiver coaching had an impact on families (e.g., increased caregiver engagement, child progress, more meaningful intervention). Findings suggest that the stay-at-home order evoked a much-needed change in caregiver coaching. Implications include the need for research on contributors to EIs’ use of caregiver coaching and how to effectively use modeling. Implications for practice suggest that EIs should explain coaching to families and individualize their approach to promote family engagement in their children’s intervention.\",\"PeriodicalId\":47496,\"journal\":{\"name\":\"Topics in Early Childhood Special Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-09-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Topics in Early Childhood Special Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/02711214231199547\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/02711214231199547","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: 1

摘要

照护者指导是早期干预的推荐做法;然而，存在许多障碍，可以阻止早期干预者(ei)实施它。这项混合方法研究旨在了解在伊利诺伊州COVID-19大流行的居家令后，ei对护理人员指导的感知使用是否发生了变化。问卷调查数据和访谈数据一起分析，探讨参与者报告的变化。研究结果表明，参与者认为，他们在遵循居家秩序后更经常地使用指导实践和日常指导，并且他们在照顾者指导方面的变化对家庭产生了影响(例如，增加了照顾者的参与度，儿童进步，更有意义的干预)。研究结果表明，居家秩序引发了看护教练急需的改变。影响包括需要研究的贡献者使用照顾者指导和如何有效地使用建模。对实践的启示表明，ei应该向家庭解释指导，并个性化他们的方法，以促进家庭参与他们的孩子的干预。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Early Interventionists’ Perspectives About Changes in Caregiver Coaching During COVID-19: A Mixed Methods Study

Caregiver coaching is a recommended practice in early intervention; however, many barriers exist that can prevent early interventionists (EIs) from implementing it. This mixed method study was designed to understand if EIs’ perceived use of caregiver coaching changed after Illinois’ COVID-19 pandemic stay-at-home order. Questionnaire data and interview data were analyzed together to explore changes reported by participants. Findings show that participants believed they used coaching practices and coached within routines more often following the stay-at-home order and that their changes in caregiver coaching had an impact on families (e.g., increased caregiver engagement, child progress, more meaningful intervention). Findings suggest that the stay-at-home order evoked a much-needed change in caregiver coaching. Implications include the need for research on contributors to EIs’ use of caregiver coaching and how to effectively use modeling. Implications for practice suggest that EIs should explain coaching to families and individualize their approach to promote family engagement in their children’s intervention.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.