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

doi:10.1177/0271121419831414

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 journal › Article › peer-review

8 Scopus citations

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 language	English (US)
Pages (from-to)	32-44
Number of pages	13
Journal	Topics in Early Childhood Special Education
Volume	39
Issue number	1
DOIs	https://doi.org/10.1177/0271121419831414
State	Published - May 1 2019
Externally published	Yes

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2019.

Keywords

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

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

Abstract

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