The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays
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Published:2023-09-20
Issue:
Volume:
Page:
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ISSN:0271-1214
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Container-title:Topics in Early Childhood Special Education
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language:en
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Short-container-title:Topics in Early Childhood Special Education
Author:
Dennis Lindsay R.1ORCID,
Farquharson Kelly1,
Reed Anne1,
Summy Rebecca1,
Westmoreland Jennifer1,
Clark Kimberline1
Affiliation:
1. Florida State University, Tallahassee, USA
Abstract
This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five educators (three SLP-As and two paraeducators) participated in the study. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary. Results demonstrate that all five educators were able to successfully implement the strategies with high and consistent levels of fidelity during the intervention and maintained similar levels of fidelity even after coaching and scripted supports were faded or removed. All five preschool participants showed gains in both expressive and receptive vocabulary. Social validity results support the feasibility and usefulness of the intervention. Implications for research and practice are provided.
Funder
Institute of Education Sciences
Publisher
SAGE Publications
Subject
Public Health, Environmental and Occupational Health,Education