Coaching in Early Intervention: Practitioners' Perceptions of the Training and Implementation Process
1 online resource (82 pages) : PDF
University of North Carolina at Charlotte
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.
Special educationEarly childhood education
CoachingEarly InterventionImplementationPractitionersProfessional DevelopmentTraining
Jennings, SheenaGodfrey-Hurrell, Kristi
Thesis (M.Ed.)--University of North Carolina at Charlotte, 2021.
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