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Using e-coaching to support an early intervention provider's implementation of a functional assessment-based
Angel Fettig1, Erin E Barton2, Alice Carter1
1University of Massachusetts Boston.
Infants and Young Children
|October 20, 2018
Summary
E-coaching effectively supported early intervention providers in using functional assessment-based interventions. This led to a reduction in challenging behaviors observed in children during home visits.
Area of Science:
- Early intervention
- Behavioral science
- Telehealth
Background:
- Challenging behaviors in early intervention settings require effective support strategies.
- Early intervention providers need practical methods for implementing behavior support plans.
- Remote coaching offers a potential solution for training and support.
Purpose of the Study:
- To evaluate the impact of e-coaching on the implementation of functional assessment-based interventions.
- To assess the effectiveness of e-coaching in reducing challenging behaviors in children.
- To examine the role of telehealth in supporting early intervention providers.
Main Methods:
- A multiple baseline design across behavior support plan components was employed.
- The study involved one provider-child dyad.
- E-coaching was delivered weekly via video conferencing.
Main Results:
- A functional relationship was established between e-coaching and provider implementation of behavior support strategies.
- The child exhibited a decrease in challenging behaviors throughout the study.
- E-coaching facilitated consistent application of intervention components.
Conclusions:
- E-coaching is a viable method for enhancing early intervention provider's implementation of functional assessment-based interventions.
- Telehealth-delivered coaching can lead to positive behavior changes in children.
- This approach has practical implications for improving early intervention services.