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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.

Authors :
Dennis, Lindsay R.
Farquharson, Kelly
Reed, Anne
Summy, Rebecca
Westmoreland, Jennifer
Clark, Kimberline
Source :
Topics in Early Childhood Special Education; Feb2024, Vol. 43 Issue 4, p249-264, 16p
Publication Year :
2024

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 U.S. 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. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
02711214
Volume :
43
Issue :
4
Database :
Complementary Index
Journal :
Topics in Early Childhood Special Education
Publication Type :
Academic Journal
Accession number :
175260657
Full Text :
https://doi.org/10.1177/02711214231198691