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

Autor/inn/en	Coogle, Christan Grygas; Larson, Anne L.; Ottley, Jennifer R.; Root, Amy Kennedy; Bougher-Muckian, Hilary
Titel	Performance-Based Feedback to Enhance Early Interventionist's Practice and Caregiver and Child Outcomes
Quelle	In: Topics in Early Childhood Special Education, 39 (2019) 1, S.32-44 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419831414
Schlagwörter	Feedback (Response); Peer Teaching; Technology Uses in Education; Educational Technology; Performance Based Assessment; Early Intervention; Family Involvement; Teaching Methods; Preschool Teachers; Caregivers; Preschool Children; Students with Disabilities; Professional Development; Video Technology + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Leistungsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Carer; Betreuungsperson; Pfleger; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01