Teacher-Implemented Parent Coaching in Inclusive Preschool Settings for Children With Autism

Abstract

This mixed-methods study aimed to test the feasibility, acceptability, and fidelity of involving early childhood education (ECE) staff without special education training or prior parent coaching experience in the delivery of an adapted evidence-based parent coaching intervention for young children with autism (Focused Playtime Intervention-Preschool, FPI-P). Ten staff members of a university-affiliated, inclusive ECE program were trained to deliver parent coaching procedures during temporary classroom closures due to the coronavirus disease 2019 (COVID-19) pandemic. Child participants included nine preschool students with ASD aged between 34 and 52 months. While findings highlight several opportunities for improving FPI-P staff training and implementation procedures, results demonstrate (a) the feasibility of involving ECE staff in the delivery of ASD-specific parent coaching to promote social communication, (b) that both parents and preschool staff viewed the experience as beneficial for themselves and the child, and (c) that parents perceived the program to be aligned with family-centered intervention principles.

Putting the “Mix” in Mixed Methods: How to Integrate Quantitative and Qualitative Research in Early Childhood Special Education Research

“…For example, researchers could interview teachers before and after a professional development program that is quantitatively-assessed. Siller et al (2022) is an example of integrated data collection using a building approach. The researchers conducted a mixed methods study to assess the feasibility, acceptability, and fidelity of early educators' use of an adapted evidence-based parent coaching intervention for young children with autism.…”

Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education

“…However, this paper was developed by the members of a research network that used snowball-sampling procedures to identify leading programs (Siller et al, 2021). These programs include the Walden Early Childhood Center at Emory University (now the Early Emory Center for Child Development and Enrichment;McGee et al, 1999), Project DATA at the University of Washington (Boulware et al, 2006), Early Achievements at the Kennedy Krieger Institute (Engelstad et al, 2020;Feuerstein & Landa, 2020), Samsky Preschool at Marcus Autism Center/ Emory University (Siller et al, 2022), the Victorian Autism Specific Early Learning and Care Center affiliated with the Olga Tennison Autism Research Center at La Trobe University in Australia (Capes et al, 2019;Vivanti et al, 2019Vivanti et al, , 2022, the Children's Toddler School (now Alexa's PLAYC; Stahmer et al, 2011;Stahmer & Ingersoll, 2004), and the Susan Gray School at Vanderbilt University (Hine & Wolery, 2006).…”

“…For example, parent-mediated NDBIs share a range of specific didactic (e.g., describing each intervention component and its rationale, providing examples using role play or videos, organizing content so that intervention strategies build upon each other) and parent coaching strategies (e.g., in-session practice opportunities, positive and constructive feedback, assigning practice opportunities between sessions, embedding strategies within daily family routines; Edmunds et al, 2022). While the provided specificity is a strength, it is important to recognize that, with a few notable exceptions, parent-mediated NDBIs have been developed and evaluated outside the ECE context (Ingersoll & Dvortcsak, 2006; Ingersoll & Wainer, 2013; Siller et al, 2022). Thus, the degree to which specific components of parent-mediated NDBIs can be feasibly implemented within community-based ECE settings is unclear.…”

Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings

“…Preschool classrooms and other natural environments where interactions occur with peers provide a unique context for supporting children’s social-communication development. Clinical and educational innovations in inclusive preschool settings focused on autism have been championed by a small number of university-affiliated model programs (Boulware et al, 2006; Capes et al, 2019; Hine & Wolery, 2006; McGee et al, 1999; Siller et al, 2022; Stahmer et al, 2011; Stahmer & Ingersoll, 2004). These programs flexibly blend high-quality practices from early childhood education (ECE; National Association for the Education of Young Children [NAEYC], 2020) and clinical autism interventions (Naturalistic Developmental Behavioral Interventions [NDBI]; Schreibman et al, 2015).…”