Measuring Collaborative Consultation Practices in Natural Environments

Abstract

This article describes the development of the Triadic Intervention and Evaluation Rating Scale (TIERS), a 33-item instrument designed to evaluate patterns of parent, service provider, and child interactions during early intervention sessions conducted in natural environments. Twenty-eight parent—provider—child triads were videotaped in home and playgroup settings, quarterly over a 15-month period. Segments representing complete routines were selected and rated by service providers and research personnel. Scoring and scaling models were developed to evaluate the quality of triadic interactions during early intervention sessions. The TIERS (a) measured differences in providers’ use of collaborative consultation strategies and parents’ level of participation with service providers and their children; (b) distinguished features inherent in different sessions; (c) was easy to administer; and (d) showed appropriate psychometric properties. With additional validation efforts, this instrument may be used to evaluate the implementation of collaborative interactions between parents and early intervention service providers in natural environments.

Parent-Implemented Communication Intervention

“…The history of parent-implemented interventions has shown that parents can be taught to implement intervention strategies; however, few communication intervention studies have provided enough information to examine whether the intent or results supported capacity-building as evidenced by self-efficacy and maintenance (Kemp & Turnbull, 2014;Roberts & Kaiser, 2011). Unpacking the components of coaching is valuable to identify what, when, and how to guide the parent's learning to support their satisfaction and functional use (Basu, Salisbury, & Thorkildsen, 2010). Examining the sequential relationship between coaching strategies and parents' use of intervention strategies provides a preliminary view into which coaching strategies are associated with parents' active implementation.…”

Handbook of Early Childhood Special Education

“…While coaching requires a greater resource (e.g., time, administrator support) input than other less intensive models of professional development, it can support sustained teacher implementation of EBPs (Kucharczyk et al, 2012 ). In the context of schools, as well as in other learning environments, coaching is seen as a critical process used to support not only the use of EBPs, but their fi delity of implementation (Basu, Salisbury, & Thorkildsen, 2010 ;Rush & Shelden, 2011 ;Wilson, Dykstra, Watson, Boyd, & Crais, 2012 ).…”

Early Intervention Provider Use of Child Caregiver–Teaching Strategies

“…One primary factor is the inconsistency within the literature and among researchers about what behavior or actions occur when providers are helping families learn what to do with their children. Frequently used terms are collaborative consultation (Basu, Salisbury, & Thorkildsen, 2010;Cambray-Engstrom & Salisbury, 2010;Klein & Chen, 2008;Woods, Wilcox, Friedman, & Murch, 2011), coaching (Dunn, Cox, Foster, Mische-Lawson, & Tanquary, 2012;Friedman, Woods, & Salisbury, 2012;Keilty, 2010;Rush & Shelden, 2011), or caregiver teaching Colyvas, Sawyer, & Campbell, 2010). A set of definitions, proposed by Friedman and colleagues (2012), are the basis of a measure of coaching.…”