Early Intervention Provider Use of Child Caregiver–Teaching Strategies

Campbell, Philippa H.; Coletti, Catherine Ehret

doi:10.1097/iyc.0b013e318299918f

Cited by 17 publications

(25 citation statements)

References 22 publications

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“…The ambiguity on what coaching means has hampered its incorporation into the professional role of health care providers in early intervention. This is illustrated by the insufficient implementation of coaching in RD‐FCI . It is reflected by recent findings that health professionals spend a major part of treatment time in child‐focused activities and instruction, and relatively little time in coaching strategies directed to the family .…”

Section: Challenges In the Implementation Of Coachingmentioning

confidence: 99%

“…Also, the fact that health professionals often remain in the role of decision maker, and do not meet caregivers as equal partners, suggests unsatisfactory implementation of relationship‐directed coaching . The data indicate that it is challenging for health care professionals to apply coaching in RD‐FCI as it demands behaviour changes in most health professionals . Presumably, one of the biggest challenges is to change the professional role, for example from the child's therapist to the coach of the family, from the advice giver to the facilitator, or from decision maker to equal partner.…”

Section: Challenges In the Implementation Of Coachingmentioning

confidence: 99%

“…This brings us to the methods that function best in the education of coaching skills in RD‐FCI. The literature contains a wealth of didactic principles that are successfully applied to transfer knowledge, attitudes, and skills during contact days of education . These include provision of theoretical knowledge through lectures, presentation of video clips illustrating coaching strategies, role‐play to practice coaching skills, and the articulation of the beliefs and attitudes needed .…”

Section: Possibilities For Improving Implementationmentioning

confidence: 99%

“…This is illustrated by the insufficient implementation of coaching in RD-FCI. [19][20][21][22][23] It is What this paper adds • Literature defines coaching ambiguously, which hampers its implementation in early intervention.…”

Section: Challenges In the Implementation Of Coachingmentioning

confidence: 99%

“…This means that becoming a coach is a complex learning process; it requires time. Studies evaluating the development of coaching skills in health professionals showed that 1 to 4 days of education did not result in a satisfactory implementation of coaching skills . Yet, two other studies indicated that 12 days of professional education (offered in the format of six sets of 2 days over 2 years) did result in successful implementation of coaching skills .…”

Section: Possibilities For Improving Implementationmentioning

confidence: 99%

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Coaching approaches in early intervention and paediatric rehabilitation

Ziegler

Hadders‐Algra

2020

Develop Med Child Neuro

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Currently, coaching is increasingly applied to foster the involvement of families with an infant or young child with special needs in early intervention and paediatric rehabilitation. Coaching practices are included in many forms of intervention and are regarded as essential to reach beneficial outcomes for the child and family. There are, however, many ambiguities that blur the concept of coaching and hamper its understanding and integration as an evidence‐based approach in early intervention and paediatric rehabilitation: lack of differentiation between coaching and training of families, for example. Challenges to incorporate coaching into professional practice relate to adult learning processes and knowledge acquisition, and transformation of attitudes, beliefs, and treatment habits. In this paper, we review the barriers encountered and the possibilities available to promote successful implementation of coaching in early childhood interventions. What this paper adds Literature defines coaching ambiguously, which hampers its implementation in early intervention. The term ‘coaching’ should be reserved for relationship‐directed, family‐centred intervention.

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Section: Challenges In the Implementation Of Coachingmentioning

confidence: 99%

Section: Challenges In the Implementation Of Coachingmentioning

confidence: 99%

Section: Possibilities For Improving Implementationmentioning

confidence: 99%

Section: Challenges In the Implementation Of Coachingmentioning

confidence: 99%

Section: Possibilities For Improving Implementationmentioning

confidence: 99%

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Coaching approaches in early intervention and paediatric rehabilitation

Ziegler

Hadders‐Algra

2020

Develop Med Child Neuro

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Supporting Families from a Distance: Implementing Routines-Based Home Visits via Telepractice

Hinton

Akemoğlu

Tomeny

et al. 2023

Early Childhood Educ J

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Early intervention is a system of services designed to strengthen child outcomes and build family capacity. One approach of service provision is the Routines-Based Model which implements adult-learning practices wherein service providers and caregivers partner to build family-mediated interventions for children. Owing to COVID-19 and the benefits of telepractice, more and more service providers are likely to incorporate a telepractice modality into service provision. Because the Routines-Based Model uses family consultation, these home-visiting practices translate well to telepractice. In addition to consultation techniques, however, service providers must use technology advantageously to ensure effective communication practices. This article discusses technology uses in telepractice that can be incorporated in the Routines-Based Model, Tele-Routines-Based Home Visits, and examples of Tele-Routines-Based Home Visits.

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