The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for SLP-As and Paraeducators Working with Children with Language Delays

Autor/inn/en	Dennis, Lindsay R.; Farquharson, Kelly; Reed, Anne; Summy, Rebecca; Westmoreland, Jennifer; Clark, Kimberline
Titel	The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for SLP-As and Paraeducators Working with Children with Language Delays
Quelle	(2023), (38 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dennis, Lindsay R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Coaching (Performance); Paraprofessional School Personnel; Allied Health Personnel; Speech Language Pathology; Preschool Teachers; Preschool Education; Preschool Children; Language Impairments; Program Effectiveness; Reading Strategies; Books; Program Implementation; Fidelity; Vocabulary Development; Educational Technology + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reading strategy; Leselernstufe; Lesetechnik; Book; Buch; Monographie; Monografie; Wortschatzarbeit; Unterrichtsmedien
Abstract	This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five educators (three SLP-As and two paraeducators) participated in the study. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary. Results demonstrate that all five educators were able to successfully implement the strategies with high and consistent levels of fidelity during the intervention and maintained similar levels of fidelity even after coaching and scripted supports were faded or removed. All five preschool participants showed gains in both expressive and receptive vocabulary. Social validity results support the feasibility and usefulness of the intervention. Implications for research and practice are provided. [This paper will be published in "Topics in Early Childhood Special Education."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01