The purpose of this study was to examine how a delineated coaching process affected the ability of caregivers to take the lead in promoting their children’s learning in the context of daily activities. In addition, the correspondence between caregivers’ initiations during the intervention and their rate of improvement after the intervention was investigated. One provider coached three culturally diverse caregivers to use development-enhancing strategies with their children who evidenced moderate–severe disabilities. The coaching process designated by the acronym SOOPR, include targeted information sharing (S), observation and provision of opportunities for the caregiver to practice new skills with provider feedback (OO), problem solving and reflection (P), and review of the session (R). Results reveal that all three caregivers increased their initiations of three of four development-promoting behaviors: teaching, responsiveness, and encouragement. The descriptive data across sessions for each triad suggest that as the intervention progressed, the frequency of specific coaching strategies decreased which may have fostered the caregivers’ opportunities to take the lead in the sessions. In addition, a consistent pattern of direct proportionality between caregiver rate of improvement after the intervention and caregiver initiations during the intervention was identified. Study limitations and implications for research and practice are discussed.

中文翻译：

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在早期干预家访会议中检查看护人的独立性

本研究的目的是检验一个详细的辅导过程如何影响看护人在日常活动中带头促进孩子学习的能力。此外，还调查了干预期间护理人员的启动与干预后他们的改善率之间的对应关系。一名提供者指导三名不同文化的看护人对他们的中度至重度残疾儿童使用促进发展的策略。由首字母缩略词 SOOPR 指定的指导过程包括有针对性的信息共享 (S)、观察和提供机会让护理人员通过提供者反馈 (OO)、解决问题和反思 (P) 以及对会议进行审查来练习新技能。 R)。结果显示，所有三名护理人员都增加了四种促进发展行为中的三种行为的启动：教学、响应和鼓励。每个三合会的跨会议的描述性数据表明，随着干预的进行，特定辅导策略的频率下降，这可能促进了护理人员在会议中发挥带头作用的机会。此外，还确定了干预后护理人员的改善率与干预期间护理人员开始之间的一致模式。讨论了研究的局限性和对研究和实践的影响。每个三合会的跨会议的描述性数据表明，随着干预的进行，特定辅导策略的频率下降，这可能促进了护理人员在会议中发挥带头作用的机会。此外，还确定了干预后护理人员的改善率与干预期间护理人员开始之间的一致模式。讨论了研究的局限性和对研究和实践的影响。每个三合会的跨会议的描述性数据表明，随着干预的进行，特定辅导策略的频率下降，这可能促进了护理人员在会议中发挥带头作用的机会。此外，还确定了干预后护理人员的改善率与干预期间护理人员开始之间的一致模式。讨论了研究的局限性和对研究和实践的影响。