Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children

2019 ◽  
Vol 54 (2) ◽  
pp. 113-125 ◽  
Author(s):  
Hedda Meadan ◽  
Moon Y. Chung ◽  
Michelle M. Sands ◽  
Melinda R. Snodgrass
Keyword(s):  
Professional Development ◽  
Service Providers ◽  
Single Case ◽  
Change Agents ◽  
Functional Relation ◽  
Development Program ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Coaching Model ◽  
Young Children With Disabilities

Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload.

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

2019 ◽  
Vol 39 (1) ◽  
pp. 32-44
Author(s):  
Christan Grygas Coogle ◽  
Anne L. Larson ◽  
Jennifer R. Ottley ◽  
Amy Kennedy Root ◽  
Hilary Bougher-Muckian
Keyword(s):  
Single Case ◽  
Child Outcomes ◽  
Family Engagement ◽  
Functional Relation ◽  
Learning Opportunities ◽  
Single Case Design ◽  
Research And Practice ◽  
Engagement Strategies ◽  
Multiple Probe ◽  
Case Design

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.

Teaching a Child With Autism to Request Breaks While Concurrently Increasing Task Engagement

2015 ◽  
Vol 46 (3) ◽  
pp. 256-265 ◽  
Author(s):  
Shelley R. Kreibich ◽  
Mo Chen ◽  
Joe Reichle
Keyword(s):  
Autism Spectrum ◽  
Task Engagement ◽  
Probe Design ◽  
Individual Education Program ◽  
Intervention Package ◽  
Task Behavior ◽  
Work Completion ◽  
Multiple Probe ◽  
Individual Education ◽  
Tolerance For Delay

Purpose An intervention package, including teaching break requests and tolerance for delay in reinforcement delivery to increase task engagement, was implemented with a 4-year-old child with an autism spectrum disorder who did not engage for a duration commensurate with individual education program team expectations. Method A multiple-probe design across tasks was implemented. Dependent measures taken included engagement duration and the production of spoken break requests after work completion. Intervention was implemented with tasks involving short periods of engagement prior to the learner's disengagement. The possibility of the learner's overgeneralized production of break requests with tasks originally associated with longer engagement was also examined. Results The participant learned to request breaks in short engagement tasks. In addition, engagement increased dramatically without off-task behavior. Overgeneralized use of break requests with long engagement tasks did not occur. Generalization of break requests to untrained short engagement tasks that were not the focus of intervention (but were associated with escape and short engagement) did not occur until the intervention package was implemented. Conclusions The combination of teaching break requests and tolerance for delay in reinforcement delivery was effective in addressing problem behavior. Implications for enhancing properly generalized and moderated use of break requests across different tasks or contexts are discussed.

Teaching and Promoting Generalization of Peer Imitation With Preschoolers With Disabilities

2021 ◽  
pp. 105381512110550
Author(s):  
Mollie J. Todt ◽  
Erin E. Barton ◽  
Jennifer R. Ledford ◽  
Gabriela N. Robinson ◽  
Emma B. Skiba
Keyword(s):  
Instructional Strategies ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Typically Developing ◽  
Intervention Package ◽  
Progressive Time Delay ◽  
Preschoolers With Disabilities ◽  
Reinforcer Assessments

Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time delay to increase peer imitation in the context of a play activity for four preschoolers with disabilities. We conducted preference and reinforcer assessments to identify effective reinforcers for each child prior to intervention. We conducted a multiple baseline across participants design meeting contemporary single case standards and used visual analysis to identify a functional relation: the intervention package was associated with an increase in the participants’ peer imitation in training contexts. The intervention also led to levels of peer imitation comparable to those of typically developing peers, as measured by a normative peer sample, and generalization to novel contexts.

Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems

2019 ◽  
Vol 54 (2) ◽  
pp. 101-112
Author(s):  
Corey Peltier ◽  
Tracy E. Sinclair ◽  
Joshua M. Pulos ◽  
Andrea Suk
Keyword(s):  
Student Performance ◽  
Word Problems ◽  
Evidence Based Practice ◽  
Functional Relation ◽  
Probe Design ◽  
Evidence Based ◽  
Intervention Package ◽  
Resource Room ◽  
Improved Performance ◽  
Based Instruction

Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]).

Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities

2020 ◽  
pp. 001440292094764
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson ◽  
Nichole M. Bordner-Williams
Keyword(s):  
Functional Relation ◽  
Implementation Fidelity ◽  
Training Model ◽  
Severe Disabilities ◽  
Performance Criterion ◽  
Performance Criteria ◽  
Probe Design ◽  
Group Training ◽  
Students With Severe Disabilities ◽  
Multiple Probe

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.

The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers’ Practice

2019 ◽  
pp. 027112141985714
Author(s):  
Christan Grygas Coogle ◽  
Sarah Nagro ◽  
Kelley Regan ◽  
Kristen Merrill O’Brien ◽  
Jennifer R. Ottley
Keyword(s):  
Professional Development ◽  
Real Time ◽  
Video Analysis ◽  
Single Case ◽  
Early Childhood Teachers ◽  
Single Case Research ◽  
Multiple Probe ◽  
The Impact ◽  
Intervention Condition

We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time technology-enhanced performance-based feedback and video analysis on three preschool teachers’ use of naturalistic instruction targeting children’s communication and child responses. We also measured the quality of the teachers’ naturalistic instruction targeting children’s communication. The professional development package was effective in enhancing teachers’ use of naturalistic instruction targeting children’s communication. In addition, children responded and teachers enhanced the quality of naturalistic instruction targeting children’s communication. Teachers maintained their use of naturalistic instruction targeting children’s communication upon removal of the intervention condition.

Reading Beyond the Book: Educating Paraprofessionals to Implement Dialogic Reading for Preschool Children With Language Impairments

2019 ◽  
Vol 40 (2) ◽  
pp. 68-83
Author(s):  
Jacqueline A. Towson ◽  
Katherine B. Green ◽  
Diana L. Abarca
Keyword(s):  
Preschool Children ◽  
Single Case ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Expressive Vocabulary ◽  
Single Word ◽  
Preschool Classrooms ◽  
Vocabulary Skills ◽  
Variable Fidelity ◽  
Multiple Probe

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children’s single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the evaluate, expand, and repeat strategies. Data collected on children’s expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children.

Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers

2019 ◽  
Vol 39 (2) ◽  
pp. 73-87 ◽  
Author(s):  
Kelly S. Windsor ◽  
Juliann Woods ◽  
Ann P. Kaiser ◽  
Patricia Snyder ◽  
Christine Salisbury
Keyword(s):  
Single Case ◽  
Probe Design ◽  
Significant Disabilities ◽  
Daily Routines ◽  
Positive Effects ◽  
Naturalistic Teaching ◽  
Initial Support ◽  
Developmental Domains ◽  
Motor Outcomes ◽  
Multiple Probe

The purpose of this study was to examine the effects of coaching caregivers to embed both communication and motor outcomes concurrently within daily routines of their infants or toddlers with significant disabilities using Enhanced Milieu Teaching (EMT) strategies. The coaching and embedding practices were part of a multicomponent intervention known as Embedded Practices and Intervention with Caregivers (EPIC). Three children, aged 15 to 23 months with significant disabilities, their caregivers, and an early intervention provider participated in this single case multiple probe design study. Primary dependent variables were caregivers’ number of naturalistic teaching strategies used and rates of correctly embedded instruction for each learning target in each routine. Child motor and communication outcomes were also examined. Results provide initial support for the positive effects of the EPIC approach using EMT strategies to embed intervention on two developmental domains concurrently in caregiver’s daily routines.

Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities

2020 ◽  
Vol 35 (4) ◽  
pp. 195-207
Author(s):  
Emily C. Bouck ◽  
Jordan Shurr ◽  
Jiyoon Park
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Single Case ◽  
Virtual Manipulatives ◽  
Instructional Sequence ◽  
Intervention Package ◽  
School Students ◽  
Mathematical Concepts ◽  
System Of Least Prompts ◽  
Multiple Probe

Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities.

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