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A Service Model In Early Response: Parent Coaching

Year 2023, Volume: 1 Issue: 1, 53 - 70, 01.06.2023

Özlem Gözün Kahraman Hatice Keser

Abstract

In the absence of an interventionist, parental coaching is a gradual learning/teaching process designed for parents to gain the competence to independently implement strategies and supports. This strategy involves developing parental capacity and encompasses a variety of adult learning methods aimed at supporting parents’ development and learning in a child’s daily activity environment. In this study, it is wanted to provide information and raise awareness about what parental coaching is and how it is applied. In this review, which was written to provide detailed information on what parental coaching and strategies are for practitioners and researchers, various recommendations were given to practitioners and researchers by explaining (1) the definition of parental coaching, (2) the definitions and explanations of parental coaching strategies, (3) the difficulties in implementing parental coaching, (4) the parent-child outcomes, and (5) the implications for practitioners.

Keywords

Early İntervention Parental Coaching Parental Coaching Strategies

References

  • Abblett, M. (2010). Behavior management coaching: helping parents to step in. Erişim adresi: https://www.psychologytoday.com/ca/blog/a-special-education/201012/behavior-management-coaching-helping-parents-to-step-in
  • Akamoğlu, Y. & Dinnebeil, L. (2017). Coaching parents to use naturalistic language and communication strategies. Young Exceptional Children, 20(1), 41-50.
  • Akhbari-Ziegler, S. & Hadders‐Algra, M. (2020). Coaching approaches in early intervention and paediatric rehabilitation. Developmental Medicine & Child Neurology, 62(5), 569-574.
  • Barton, E. E. & Lissman, D. C. (2015). Group parent training combined with follow-up coaching for parents of children with developmental delays. Infants & Young Children, 28(3), 220-236.
  • Brown, J. A. (2012). Exploring coaching strategies in a parent-implemented intervention for toddlers (Yüksek lisans tezi). The Florida State University, Florida.
  • Brown, J. A. & Woods, J. J. (2016). Parent-implemented communication intervention: Sequential analysis of triadic relationships. Topics in Early Childhood Special Education, 36(2), 115-124.
  • Casenhiser, D. M., Shanker, S. G. & Stieben, J. (2013). Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention. Autism, 17(2), 220-241.
  • Cesur, A. G. E. & Bıçakcı, M. Y. (2018). İşitme yetersizliği olan bebeğin gelişiminde erken müdahale programının etkisi. The Journal of Academic Social Science Studies, 72, 503-520.
  • Diggle, T. T. & McConachie, H. H. (2002). Parent‐mediated early intervention for young children with autism spectrum disorder. Cochrane database of systematic reviews, (2).
  • Douglas, S. N., Meadan, H. & Kammes, R. (2019). Early interventionists’ caregiver coaching: A mixed methods approach exploring experiences and practices. Topics in Early Childhood Special Education, 40(2), 84-96.
  • Ekici, B., Bıçakçı, M. Y., Gürkan, E. N., Unay, Ö. S. & Tatlı, B. (2019). Otizmde Ebeveyn Aracılı Yoğun Müdahale Yöntemi Nöroplay. Çocuk Dergisi, 19(3), 158-162.
  • Estes, A., Vismara, L., Mercado, C., Fitzpatrick, A., Elder, L., Greenson, J., ... & Rogers, S. (2014). The impact of parent-delivered intervention on parents of very young children with autism. Journal of autism and developmental disorders, 44, 353-365.
  • Friedman, M., Woods, J. & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children, 25(1), 62-82.
  • Gallagher, P. A., Rhodes, C. A. & Darling, S. M. (2004). Parents as professionals in early intervention: A parent educator model. Topics in early childhood special education, 24(1), 5-13.
  • Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants and young children, 24(1), 6.
  • Howard, V. F., Williams, B. & Lepper, C. E. (2011). Very Young Children With Special Needs (Çev. Ed. G. Akçamete). (S. 410). Ankara: Nobel.
  • Hutchon, B., Gibbs, D., Harniess, P., Jary, S., Crossley, S. L., Moffat, J. V., ... & Basu, A. P. (2019). Early intervention programmes for infants at high risk of atypical neurodevelopmental outcome. Developmental Medicine & Child Neurology, 61(12), 1362-1367.
  • Inbar-Furst, H., Douglas, S. N. & Meadan, H. (2019). Promoting caregiver coaching practices within early intervention: Reflection and feedback. Early Childhood Education Journal, 48(1), 21-27.
  • Kemp, P. & Turnbull, A. P. (2014). Coachingwith parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305–324.
  • Krick Oborn, K. M. & Johnson, L. D. (2015). Coaching via electronic performance feedback to support home visitors’ use of caregiver coaching strategies. Topics in Early Childhood Special Education, 35(3) 157–169.
  • Lane, J. D., Ledford, J. R., Shepley, C., Mataras, T. K., Ayres, K. M. & Davis, A. B. (2016). A brief coaching intervention for teaching naturalistic strategies to parents. Journal of Early Intervention, 38(3), 135-150.
  • Lorio, C. M., Romano, M., Woods, J. J. & Brown, J. (2020). A review of problem solving and reflection as caregiver coaching strategies in early intervention. Infants & Young Children, 33(1), 35-70.
  • Lorio, C. M., Woods, J. J. & Snyder, P. (2021). An exploration of reflective conversations in early intervention caregiver coaching sessions. Journal of Early Intervention, 43(4), 314-338.
  • Mahoney, G., Kaiser, A., Girolametto, L., MacDonald, J., Robinson, C., Safford, P. & Spiker, D. (1999). Parent education in early intervention: A call for a renewed focus. Topics in Early Childhood Special Education, 19(3), 131-140.
  • McBride, S. L. & Peterson, C. (1997). Home-Based Early Intervention with Families of Children with Disabilities: Who is Doing What?. Topics in Early Childhood Special Education, 17(2), 209-233.
  • McConachie, H., Randle, V., Hammal, D. & Le Couteur, A. (2005). A controlled trial of a training course for parents of children with suspected autism spectrum disorder. The Journal of pediatrics, 147(3), 335-340.
  • Mickelson, A. M., McCorkle, L. S., & Hoffman, R. (2020). Joint planning in part c early intervention: Partnering around assessment. Young Exceptional Children, 25(2), 63-73.
  • McLeod, R. H., Akemoglu, Y. & Tomeny, K. R. (2021). Is Coaching Home Visitors an Evidence-Based Professional Development Approach? A Review of the Literature. Infants & Young Children, 34(2), 95-108.
  • Moore, H. W., Barton, E. E. & Chironis, M. (2014). A program for improving toddler communication through parent coaching. Topics in Early Childhood Special Education, 33(4), 212-224.
  • Özdemir, S., Çağıltay, K., İşeri, E., Büyüköztürk, Ş. & Özdemir, S. (2018). Göz İzleme Temelli ve Ebeveyn Aracılı Ortak Dikkat Becerileri Erken Müdahale Programının OSB’li Çocukların Sosyal İletişim Becerileri Üzerine Etkisi.
  • Pellecchia, M., Beidas, R. S., Mandell, D. S., Cannuscio, C. C., Dunst, C. J. & Stahmer, A. C. (2020). Parent empowerment and coaching in early intervention: study protocol for a feasibility study. Pilot and feasibility studies, 6(1), 1-12.
  • Rieth, S. R., Haine-Schlagel, R., Burgeson, M., Searcy, K., Dickson, K. S., & Stahmer, A. C. (2018, April). Integrating a parent-implemented blend of developmental and behavioral intervention strategies into speech-language treatment for toddlers at risk for autism spectrum disorder. In Seminars in speech and language (Vol. 39, No. 02, pp. 114-124). Thieme Medical Publishers.
  • Rush, D. D. & Shelden,M. L. (2011). The early childhood coaching handbook. (S. 25-3 arası). Baltimore, MD: Brookes.
  • Rush, D. D., Shelden, M, L. & Hanft, B. E. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants & Young Children, 16(1), 33-47.
  • Romano, M. & Schnurr, M. (2020). Mind the gap: Strategies to bridge the research-to-practice divide in early intervention caregiver coaching practices. Topics in Early Childhood Special Education, 42(1), 64-76.
  • Salisbury, C., Woods, J., Snyder, P., Moddelmog, K., Mawdsley, H., Romano, M. & Windsor, K. (2017). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education, 38(1), 17-29.
  • Sone, B. J., Lee, J. & Roberts, M. Y. (2021). Comparing instructional approaches in caregiver-implemented intervention: an interdisciplinary systematic review and meta-analysis. Journal of Early Intervention, 43(4), 339-360.
  • Stewart, S. L. & Applequist, K. (2019). Diverse families in early intervention: Professionals’ views of coaching. Journal of Research in Childhood Education, 33(2), 242-256.
  • Thompson, P. J., Marvin, C. A. & Knoche, L. L. (2021). Practices and Reflections of Experienced, Expert Early Childhood Coaches. Infants & Young Children, 34(4), 337-355.
  • Tupou, J., Waddington, H. & Sigafoos, J. (2020). Evaluation of a brief teacher coaching program for delivering an early intervention program to preschoolers with autism spectrum disorder. Infants & Young Children, 33(4), 259-282.
  • Ward, R., Reynolds, J. E., Pieterse, B., Elliott, C., Boyd, R. & Miller, L. (2019). Utilisation of coaching practices in early interventions in children at risk of developmental disability/delay: a systematic review. Disability and Rehabilitation, 42(20), 2846-2867.

Erken Müdahalede Bir Hizmet Modeli: Ebeveyn Koçluğu

Year 2023, Volume: 1 Issue: 1, 53 - 70, 01.06.2023

Özlem Gözün Kahraman Hatice Keser

Abstract

Erken müdahaleyle ilgili literatürde aile katılımını teşvik etmenin etkili yollarından biri ebeveyn koçluğu olarak ifade edilmektedir. Ebeveyn koçluğu müdahalecinin olmadığı durumlarda, ebeveynlerin stratejileri ve destekleri bağımsız olarak uygulayabilme yeterliliği kazanması için tasarlanan kademeli öğrenme/öğretme sürecidir. Bu stratejide ebeveyn kapasitesinin geliştirilmesi söz konusudur ve ebeveynlerin çocuğun günlük aktivite ortamlarında gelişim ve öğrenmesinin desteklenmesini amaçlayan çeşitli yetişkin öğrenme yöntemlerini kapsamaktadır. Bu bağlamda önerilen koçluk stratejileri, yetişkin öğrenme ilkelerini ve aile merkezli uygulamaları kapsayan kavramsal bir çerçeve sunmaktadır. Bu çalışmada ebeveyn koçluğunun ne olduğu ve nasıl uygulandığına ilişkin bilgi vermek ve farkındalık oluşturmak istenmektedir. Uygulayıcılar ve araştırmacılar için ebeveyn koçluğunun ve stratejilerinin ne olduğu konusunda detaylı bilgi vermek amacıyla kaleme alınan bu incelemede (1) ebeveyn koçluğunun tanımı, (2) ebeveyn koçluğu stratejilerinin tanım ve açıklamaları, (3) ebeveyn koçluğunun uygulanmasındaki zorluklar, (4) ebeveyn-çocuk sonuçları, (5) uygulayıcılar için çıkarımlar açıklanarak uygulayıcı ve araştırmacılara çeşitli öneriler verilmiştir.

Keywords

Erken Müdahale Ebeveyn Koçluğu Ebeveyn Koçluğu Stratejileri

Ethical Statement

Yazarlar arasında herhangi bir çıkar çatışması bulunmamaktadır. Tüm yazarlar çalışmaya eşit katkıda bulunmuştur. Ayrıca yazarlar araştırmanın tamamında, tüm etik kurallara uymuşlardır.

References

  • Abblett, M. (2010). Behavior management coaching: helping parents to step in. Erişim adresi: https://www.psychologytoday.com/ca/blog/a-special-education/201012/behavior-management-coaching-helping-parents-to-step-in
  • Akamoğlu, Y. & Dinnebeil, L. (2017). Coaching parents to use naturalistic language and communication strategies. Young Exceptional Children, 20(1), 41-50.
  • Akhbari-Ziegler, S. & Hadders‐Algra, M. (2020). Coaching approaches in early intervention and paediatric rehabilitation. Developmental Medicine & Child Neurology, 62(5), 569-574.
  • Barton, E. E. & Lissman, D. C. (2015). Group parent training combined with follow-up coaching for parents of children with developmental delays. Infants & Young Children, 28(3), 220-236.
  • Brown, J. A. (2012). Exploring coaching strategies in a parent-implemented intervention for toddlers (Yüksek lisans tezi). The Florida State University, Florida.
  • Brown, J. A. & Woods, J. J. (2016). Parent-implemented communication intervention: Sequential analysis of triadic relationships. Topics in Early Childhood Special Education, 36(2), 115-124.
  • Casenhiser, D. M., Shanker, S. G. & Stieben, J. (2013). Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention. Autism, 17(2), 220-241.
  • Cesur, A. G. E. & Bıçakcı, M. Y. (2018). İşitme yetersizliği olan bebeğin gelişiminde erken müdahale programının etkisi. The Journal of Academic Social Science Studies, 72, 503-520.
  • Diggle, T. T. & McConachie, H. H. (2002). Parent‐mediated early intervention for young children with autism spectrum disorder. Cochrane database of systematic reviews, (2).
  • Douglas, S. N., Meadan, H. & Kammes, R. (2019). Early interventionists’ caregiver coaching: A mixed methods approach exploring experiences and practices. Topics in Early Childhood Special Education, 40(2), 84-96.
  • Ekici, B., Bıçakçı, M. Y., Gürkan, E. N., Unay, Ö. S. & Tatlı, B. (2019). Otizmde Ebeveyn Aracılı Yoğun Müdahale Yöntemi Nöroplay. Çocuk Dergisi, 19(3), 158-162.
  • Estes, A., Vismara, L., Mercado, C., Fitzpatrick, A., Elder, L., Greenson, J., ... & Rogers, S. (2014). The impact of parent-delivered intervention on parents of very young children with autism. Journal of autism and developmental disorders, 44, 353-365.
  • Friedman, M., Woods, J. & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children, 25(1), 62-82.
  • Gallagher, P. A., Rhodes, C. A. & Darling, S. M. (2004). Parents as professionals in early intervention: A parent educator model. Topics in early childhood special education, 24(1), 5-13.
  • Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants and young children, 24(1), 6.
  • Howard, V. F., Williams, B. & Lepper, C. E. (2011). Very Young Children With Special Needs (Çev. Ed. G. Akçamete). (S. 410). Ankara: Nobel.
  • Hutchon, B., Gibbs, D., Harniess, P., Jary, S., Crossley, S. L., Moffat, J. V., ... & Basu, A. P. (2019). Early intervention programmes for infants at high risk of atypical neurodevelopmental outcome. Developmental Medicine & Child Neurology, 61(12), 1362-1367.
  • Inbar-Furst, H., Douglas, S. N. & Meadan, H. (2019). Promoting caregiver coaching practices within early intervention: Reflection and feedback. Early Childhood Education Journal, 48(1), 21-27.
  • Kemp, P. & Turnbull, A. P. (2014). Coachingwith parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305–324.
  • Krick Oborn, K. M. & Johnson, L. D. (2015). Coaching via electronic performance feedback to support home visitors’ use of caregiver coaching strategies. Topics in Early Childhood Special Education, 35(3) 157–169.
  • Lane, J. D., Ledford, J. R., Shepley, C., Mataras, T. K., Ayres, K. M. & Davis, A. B. (2016). A brief coaching intervention for teaching naturalistic strategies to parents. Journal of Early Intervention, 38(3), 135-150.
  • Lorio, C. M., Romano, M., Woods, J. J. & Brown, J. (2020). A review of problem solving and reflection as caregiver coaching strategies in early intervention. Infants & Young Children, 33(1), 35-70.
  • Lorio, C. M., Woods, J. J. & Snyder, P. (2021). An exploration of reflective conversations in early intervention caregiver coaching sessions. Journal of Early Intervention, 43(4), 314-338.
  • Mahoney, G., Kaiser, A., Girolametto, L., MacDonald, J., Robinson, C., Safford, P. & Spiker, D. (1999). Parent education in early intervention: A call for a renewed focus. Topics in Early Childhood Special Education, 19(3), 131-140.
  • McBride, S. L. & Peterson, C. (1997). Home-Based Early Intervention with Families of Children with Disabilities: Who is Doing What?. Topics in Early Childhood Special Education, 17(2), 209-233.
  • McConachie, H., Randle, V., Hammal, D. & Le Couteur, A. (2005). A controlled trial of a training course for parents of children with suspected autism spectrum disorder. The Journal of pediatrics, 147(3), 335-340.
  • Mickelson, A. M., McCorkle, L. S., & Hoffman, R. (2020). Joint planning in part c early intervention: Partnering around assessment. Young Exceptional Children, 25(2), 63-73.
  • McLeod, R. H., Akemoglu, Y. & Tomeny, K. R. (2021). Is Coaching Home Visitors an Evidence-Based Professional Development Approach? A Review of the Literature. Infants & Young Children, 34(2), 95-108.
  • Moore, H. W., Barton, E. E. & Chironis, M. (2014). A program for improving toddler communication through parent coaching. Topics in Early Childhood Special Education, 33(4), 212-224.
  • Özdemir, S., Çağıltay, K., İşeri, E., Büyüköztürk, Ş. & Özdemir, S. (2018). Göz İzleme Temelli ve Ebeveyn Aracılı Ortak Dikkat Becerileri Erken Müdahale Programının OSB’li Çocukların Sosyal İletişim Becerileri Üzerine Etkisi.
  • Pellecchia, M., Beidas, R. S., Mandell, D. S., Cannuscio, C. C., Dunst, C. J. & Stahmer, A. C. (2020). Parent empowerment and coaching in early intervention: study protocol for a feasibility study. Pilot and feasibility studies, 6(1), 1-12.
  • Rieth, S. R., Haine-Schlagel, R., Burgeson, M., Searcy, K., Dickson, K. S., & Stahmer, A. C. (2018, April). Integrating a parent-implemented blend of developmental and behavioral intervention strategies into speech-language treatment for toddlers at risk for autism spectrum disorder. In Seminars in speech and language (Vol. 39, No. 02, pp. 114-124). Thieme Medical Publishers.
  • Rush, D. D. & Shelden,M. L. (2011). The early childhood coaching handbook. (S. 25-3 arası). Baltimore, MD: Brookes.
  • Rush, D. D., Shelden, M, L. & Hanft, B. E. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants & Young Children, 16(1), 33-47.
  • Romano, M. & Schnurr, M. (2020). Mind the gap: Strategies to bridge the research-to-practice divide in early intervention caregiver coaching practices. Topics in Early Childhood Special Education, 42(1), 64-76.
  • Salisbury, C., Woods, J., Snyder, P., Moddelmog, K., Mawdsley, H., Romano, M. & Windsor, K. (2017). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education, 38(1), 17-29.
  • Sone, B. J., Lee, J. & Roberts, M. Y. (2021). Comparing instructional approaches in caregiver-implemented intervention: an interdisciplinary systematic review and meta-analysis. Journal of Early Intervention, 43(4), 339-360.
  • Stewart, S. L. & Applequist, K. (2019). Diverse families in early intervention: Professionals’ views of coaching. Journal of Research in Childhood Education, 33(2), 242-256.
  • Thompson, P. J., Marvin, C. A. & Knoche, L. L. (2021). Practices and Reflections of Experienced, Expert Early Childhood Coaches. Infants & Young Children, 34(4), 337-355.
  • Tupou, J., Waddington, H. & Sigafoos, J. (2020). Evaluation of a brief teacher coaching program for delivering an early intervention program to preschoolers with autism spectrum disorder. Infants & Young Children, 33(4), 259-282.
  • Ward, R., Reynolds, J. E., Pieterse, B., Elliott, C., Boyd, R. & Miller, L. (2019). Utilisation of coaching practices in early interventions in children at risk of developmental disability/delay: a systematic review. Disability and Rehabilitation, 42(20), 2846-2867.
There are 41 citations in total.

Details

Primary Language Turkish
Subjects Early Childhood Education
Journal Section Reviews
Authors

Özlem Gözün Kahraman 0000-0003-2767-0592

Hatice Keser

Publication Date June 1, 2023
Published in Issue Year 2023 Volume: 1 Issue: 1

Cite

APA Gözün Kahraman, Ö., & Keser, H. (2023). Erken Müdahalede Bir Hizmet Modeli: Ebeveyn Koçluğu. Early Childhood Education Researches, 1(1), 53-70.
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