Telecoaching in early intervention: supporting professionals and families of toddlers with or at risk for autism spectrum disorder

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dc.contributorBarber, Angela B.
dc.contributorMcLeod, Ragan H.
dc.contributorSwoszowski, I. Nicole C.
dc.contributorWatkins, Laci
dc.contributor.advisorMcWilliam, Robert A.
dc.contributor.authorTomeny, Kimberly Resua
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2020-09-30T17:23:49Z
dc.date.available2020-09-30T17:23:49Z
dc.date.issued2020
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractYoung children with or at risk for autism spectrum disorder (ASD) should receive early intervention services to achieve optimal outcomes, and recommended practices in early intervention reflect family centeredness, contextual learning in routines and natural environments, and supports for caregivers via a caregiver-implemented approach to intervention. Increasing evidence demonstrates gaps between recommended and actual practices in early intervention and in services for children with ASD, and discrepancies often exist between professionals’ perceptions of their practice and their actual practice, potentially contributing to an implementation gap. Distance coaching via technology, or telecoaching, has become an increasingly viable method of supporting professionals’ use of best practices in early intervention/early childhood special education (EI/ECSE). Although studies have examined the implementation of different telecoaching methods with various early childhood professionals, limited research has explored the use of telecoaching with early intervention professionals (EI professionals) in the community. The present study used a mixed-methods design to examine differences between EI professionals’ reported and actual practices and to examine bug-in-ear telecoaching versus video review telecoaching to support EI professionals’ use of recommended practices when working with families of toddlers with or at risk for ASD in early intervention. Results showed that EI professionals reported higher quality practices than they were observed using, and telecoaching is a promising, community-viable intervention to support EI professionals’ use of recommended practices.en_US
dc.format.extent229 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003574
dc.identifier.otherTomeny_alatus_0004D_14114
dc.identifier.urihttp://ir.ua.edu/handle/123456789/6973
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSpecial education
dc.subjectEarly childhood education
dc.titleTelecoaching in early intervention: supporting professionals and families of toddlers with or at risk for autism spectrum disorderen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Special Education and Multiple Abilities
etdms.degree.disciplineSpecial Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

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