Coaching in Parent-Implemented Early Communication Interventions: Understanding and Overcoming Individual-Level Implementation Barriers Providing family-centered intervention for infants and toddlers with communication delays and disorders is paramount to early intervention services. Increasing empirical evidence supports transactional coaching approaches that build parents' capacity to enhance their child's communication competence and result in improved child outcomes. Coaching aligns with the Individuals with Disabilities Education Act ... Article
Article  |   December 15, 2016
Coaching in Parent-Implemented Early Communication Interventions: Understanding and Overcoming Individual-Level Implementation Barriers
Author Affiliations & Notes
  • Jennifer A. Brown
    Department of Communication Sciences and Special Education, University of Georgia, Athens, GA
  • Disclosures
    Disclosures ×
  • Financial: Jennifer A. Brown has no relevant financial interests to disclose.
    Financial: Jennifer A. Brown has no relevant financial interests to disclose.×
  • Nonfinancial: Jennifer A. Brown has no relevant nonfinancial interests to disclose.
    Nonfinancial: Jennifer A. Brown has no relevant nonfinancial interests to disclose.×
Article Information
Special Populations / Early Identification & Intervention / Attention, Memory & Executive Functions / Part 4
Article   |   December 15, 2016
Coaching in Parent-Implemented Early Communication Interventions: Understanding and Overcoming Individual-Level Implementation Barriers
Perspectives of the ASHA Special Interest Groups, December 2016, Vol. 1, 144-153. doi:10.1044/persp1.SIG1.144
History: Received May 16, 2016 , Revised August 31, 2016 , Accepted September 7, 2016
Perspectives of the ASHA Special Interest Groups, December 2016, Vol. 1, 144-153. doi:10.1044/persp1.SIG1.144
History: Received May 16, 2016; Revised August 31, 2016; Accepted September 7, 2016

Providing family-centered intervention for infants and toddlers with communication delays and disorders is paramount to early intervention services. Increasing empirical evidence supports transactional coaching approaches that build parents' capacity to enhance their child's communication competence and result in improved child outcomes. Coaching aligns with the Individuals with Disabilities Education Act (IDEA) Part C legislation and the American Speech- Language-Hearing Association (ASHA) early intervention guidelines when it is collaborative in nature and used to enhance children's participation and communication in family-guided routines and activities. Individual perceptions about coaching may lead to implementation gaps between intended collaborative coaching practices and actual early intervention practices. Considerations for overcoming implementation barriers by expanding knowledge, reflecting on preferences, and refining skills in coaching are discussed.

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