Coaching in Early Intervention: Practitioners' Perceptions of the Training and Implementation Process

Search for this publication on Google Scholar
Faryadi, L. (2021). Coaching in Early Intervention: Practitioners' Perceptions of the Training and Implementation Process. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Abstract

Recommended and best practices support the use of coaching strategies in promoting child and family outcomes in Early Intervention (EI) programs. However, practitioners have found it challenging to shift to a coaching approach with families, and there is a gap between knowledge and implementation (Douglas et al., 2019; Peterson et al., 2018). The present study used a non-experimental qualitative design to examine the perceptions of EI practitioners about using a coaching approach. Participants (n = 59) from two EI Facebook coaching support groups were surveyed to gain insight into the barriers they face in adopting a coaching style of interaction with parents, as well as their perspectives on supports they need to be successful. Findings indicated that although practitioners value coaching, they experience challenges in implementing coaching practices and identify needs for ongoing and in-depth professional development. The current study has important implications for how agencies and organizations support practitioners in learning to adopt coaching practices with families.  

Details
Author

Faryadi, Lisa

Title

Coaching in Early Intervention: Practitioners' Perceptions of the Training and Implementation Process

Physical Description

1 online resource (82 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Recommended and best practices support the use of coaching strategies in promoting child and family outcomes in Early Intervention (EI) programs. However, practitioners have found it challenging to shift to a coaching approach with families, and there is a gap between knowledge and implementation (Douglas et al., 2019; Peterson et al., 2018). The present study used a non-experimental qualitative design to examine the perceptions of EI practitioners about using a coaching approach. Participants (n = 59) from two EI Facebook coaching support groups were surveyed to gain insight into the barriers they face in adopting a coaching style of interaction with parents, as well as their perspectives on supports they need to be successful. Findings indicated that although practitioners value coaching, they experience challenges in implementing coaching practices and identify needs for ongoing and in-depth professional development. The current study has important implications for how agencies and organizations support practitioners in learning to adopt coaching practices with families.  

Genre

masters theses

Subjects--Topics

Special education
Early childhood education

Degree

M.Ed.

Keywords

Coaching
Early Intervention
Implementation
Practitioners
Professional Development
Training

Subject Area

Special Education

Advisor(s)

McCorkle, Laura

Committee Members

Jennings, Sheena
Godfrey-Hurrell, Kristi

Degree Note

Thesis (M.Ed.)--University of North Carolina at Charlotte, 2021.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Faryadi_uncc_0694N_12852

Permalink

http://hdl.handle.net/20.500.13093/etd:1965