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.

中文翻译：

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以绩效为基础的反馈，以增强早期干预者的实践以及照顾者和儿童的结果

我们使用多探针单案例设计来确定同伴提供的、技术增强的、基于绩效的反馈 (TEPF) 与早期干预 (EI) 提供者对家庭参与策略和嵌入式学习的使用之间是否存在功能关系机会。参与者包括三名教练、三名 EI 提供者、三名护理人员和三名接受 EI 服务的儿童。结果表明，虽然同行提供，TEPF 确实增加了一些 EI 提供者的做法，但我们没有观察到功能关系。讨论了对未来 EI 研究和实践的影响。