Promoting Caregiver Coaching Practices Within Early Intervention: Reflection and Feedback
- 25 Downloads
Family-centered practices are a hallmark of early intervention (EI). Early intervention service providers are expected to engage in practices that emphasize family strengths, promote family choice and control, and develop collaborative relationships between professionals and families. In 2014 the Division for Early Childhood of the Council for Exceptional Children released a series of revised recommended practices for the field of EI and early childhood special education. The seven topic strands include: assessment, environment, family, instruction, interaction, teaming and collaboration, and transition. This paper addresses practices under multiple topic strands including instruction and family. The purpose of this manuscript is to present strategies that: (a) encourage caregiver reflection—a critical, yet challenging, component of coaching, (b) guide service providers in providing feedback to the caregiver, and (c) enhance service providers use of self-reflection.
KeywordsCoaching caregivers Reflection Feedback
- Amobi, F. A. (2005). Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115–130.Google Scholar
- Brandt, K. (2014). Transforming clinical practice through reflection work. In K. Brandt, B. Perry, S. Seligman, & E. Tronick (Eds.), Infant and early childhood mental health: Core concepts and clinical practice (pp. 293–307). Washington, DC: American Psychiatric Association.Google Scholar
- Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.decsped.org/recommended practices.
- Dunst, C. J., Trivette, C. M., & Deal, A. (1994). Supporting and strengthening families: Methods, strategies and practices (Vol. 1). Cambridge, MA: Brookline.Google Scholar
- Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuting Education and Lifelong Learning, 3(1), 91–112.Google Scholar
- Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
- Mahoney, G. J., & MacDonald, J. (2007). Autism and developmental delays in young children: The responsive teaching curriculum for parents and professionals. Austin, TX: Pro-Ed.Google Scholar
- NAEYC & NACCRRA. (2011). Early Childhood Education Professional Development: Training and Technical Assistance Glossary. National Association for the Education of Young Children, National Association of Child Care Resource & Referral Agencies. Retrieved from http://www.naeyc.org/GlossaryTraining_TA.pdf.
- Rathel, J. M., Drasgow, E., & Christle, C. C. (2008). Effects of supervisor performance feedback on increasing preservice teachers’ positive communication behaviors with students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 16(2), 67–77.CrossRefGoogle Scholar
- Rush, D., & Shelden, M. (2011). The early childhood coaching handbook. Baltimore, MD: Brookes Publishing.Google Scholar
- Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Research Brief, 3(1), 1–33.Google Scholar
- Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. San Francisco, CA: Wiley.Google Scholar
- Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2013). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.Google Scholar