Abstract
The purpose of this single case study was to investigate if a functional relation existed between online training and coaching, and early interventionists’ use of an approach to practice meant to facilitate family-centered practices. Four professional/family dyads participated in the study. Three of the four professionals demonstrated an immediate increase in fidelity to the approach following online training. Fidelity levels were significantly higher in intervention when supported by coaching than in baseline, although variability was observed. While maintenance data were lower than during intervention, fidelity levels were higher in maintenance than in baseline. Three issues emerged from this study that are worthy of discussion. Change in practice was observed as a result of online training. In addition, online coaching through the use of video recordings was found to be an effective method for impacting practice. Finally, the results revealed that coaching could be effective even between unfamiliar professionals. The study has implications for preservice and in-service training programs in regard to the effectiveness of online technologies for training and coaching.
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Ely, M.S., Ostrosky, M.M. Single Case Design: Changing Practices of Early Intervention Professionals Serving Children with Visual Impairments. Early Childhood Educ J 50, 937–947 (2022). https://doi.org/10.1007/s10643-021-01222-0
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DOI: https://doi.org/10.1007/s10643-021-01222-0