Performance-Based Feedback to Enhance Early Interventionist’s Practice and Caregiver and Child Outcomes

Christan Grygas Coogle, Anne L. Larson, Jennifer R. Ottley, Amy Kennedy Root, Hilary Bougher-Muckian

Research output: Contribution to journalArticlepeer-review

Abstract

We used a multiple-probe single-case design to determine whether there was a functional relation between peer-delivered, technology-enhanced, performance-based feedback (TEPF) and early intervention (EI) providers’ use of family engagement strategies and embedded learning opportunities. Participants included three coaches, three EI providers, three caregivers, and three children receiving EI services. Results suggest that although peer-delivered, TEPF did increase some of the EI providers’ practices, we did not observe a functional relation. Implications for future EI research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)32-44
Number of pages13
JournalTopics in Early Childhood Special Education
Volume39
Issue number1
DOIs
StatePublished - May 1 2019
Externally publishedYes

Keywords

  • birth to 3
  • early intervention
  • embedded learning opportunities
  • family engagement
  • Part C

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