A Framework for Defining Contextual Features of Training and Coaching Practices

Autor/inn/en	Meadan, Hedda; Snodgrass, Melinda R.; Palomo, Ilyse; Amenta, Christina G.; Halle, James W.
Titel	A Framework for Defining Contextual Features of Training and Coaching Practices
Quelle	In: Exceptionality, 25 (2017) 4, S.253-269 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2016.1196451
Schlagwörter	Training; Coaching (Performance); Definitions; Literature Reviews; Parent Education; Early Intervention; Program Effectiveness; Special Education; Communication Strategies; Disabilities; Teaching Methods; Young Children; Communication Problems; Language Impairments; Speech Impairments; Evidence Based Practice; Early Childhood Education; Coding; Autism + Suchen Sie Ihr Suchwort? Ausbildung; Begriffsbestimmung; Parents education; Elternbildung; Elternschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Kommunikationsstrategie; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Kommunikationsbarriere; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Codierung; Programmierung; Autismus
Abstract	Training and coaching are cited frequently to achieve different goals, by different people, across different fields. "Who" provides training and coaching and "where" and "how" they are provided may influence the effectiveness of the training and coaching efforts, making the clear identification of these contextual features of paramount importance to successful implementation and dissemination of training and coaching programs. First, we propose a framework for elucidating these contextual features, and then we apply this framework to a circumscribed review of the literature on parent training and coaching in early intervention services to assess its utility. We discuss the extent to which contextual features have been described in this body of research, offer additional considerations for applying the framework based on this review, and propose possible implications of our findings for implementation, dissemination, and future research efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01