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This descriptive study included a systematic examination of provider and caregiver reflective conversations during caregiver coaching sessions focused on embedded intervention. Transcribed videos from 31 provider-caregiver dyads in two groups (Embedded Practices and Interventions with Caregivers [EPIC] vs. business-as-usual [BAU]) were used for data collection, resulting in a total of 93 transcripts across three different time points. Using methods of directed content analysis, a coding scheme describing various components of shared reflection was developed and used to code transcripts. Coding data were used to explore the rate per minute and relative frequency of types, topics, and spontaneity of reflection. Although there were no statistically significant differences in the frequency and rate of reflective versus nonreflective conversational turns, there were group differences in the reflective topics and specific types of reflective comments and questions posed by participants. Results from this study and others can help the field further define reflection as a coaching strategy and consider the potential utility of different reflective comment and question types to increase caregiver capacity to embed interventions in home routines. Further research is recommended to explicate further definitions and processes for reflection specific to caregiver coaching, including methods used to code reflective conversations and evaluate how reflection impacts caregivers' intervention implementation. [This manuscript was presented at the 2019 annual conference for the American Speech-Language-Hearing Association in Orlando, FL.]

In the United States, families of young children with developmental disabilities may encounter many challenges and obstacles when advocating for their child's developmental services and supports. Research has highlighted that the transition from early intervention services to school-based services is especially confusing and difficult for many families. To limit confusion, the context and procedures of the transition must be clearly understood by all parties involved, including the family, early intervention providers, and school personnel. This exploratory qualitative pilot study highlights different practices used in a transition classroom for young children with developmental disabilities and the experiences of those involved in the transition process. The transition classroom was created through a collaboration between a non-profit early intervention organisation and a public Early Childhood Special Education Program. A teacher, the director of the non-profit organisation, and a parent of a child in the transition classroom were interviewed. Implications emphasising effective partnerships between families, schools, and community organisations, and how to potentially build those partnerships are discussed.

Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices, few investigations examine the degree to which interventions take place within routines across developmental domains in early childhood intervention research. We conducted a scoping review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist to examine an interdisciplinary body of CIIs. We coded 42 articles for the presence and types of routines, child and family demographics, developmental targets, and how routines were identified within CIIs. Autism spectrum disorder was the highest represented disability; many studies included play routines or a combination of play with another routine. In this article, we discuss the importance of family routines in CIIs, how to jointly identify a range of routines with caregivers, and we describe the need for research on family routines in CIIs across disabilities and diverse family backgrounds.

Parents are encouraged to read to their children as early as possible. Multiple studies of parent-child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent-child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent-child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.

Purpose: Shared book reading (SBR) is an evidence-based literacy activity that promotes the development of oral language and emergent literacy skills in young children; however, literature regarding best practices for parents of children with developmental disabilities under the age of 5 years, specifically those with complex communication needs, is severely limited. In this descriptive study, we aimed to better understand how families of toddlers/preschoolers incorporated augmentative and alternative communication (AAC) into SBR interactions. Method: Videos of SBR interactions were collected across five families with children between 35 and 48 months of age who used AAC systems. Three families had previous training in AAC use during SBR; two families did not have previous training and reportedly did not use their child's AAC system during typical SBR interactions at home. Thus, SBR without AAC was considered "typical" for these two families, and behaviors were compared across two conditions: SBR without AAC and SBR with AAC. Each video was coded for a variety of parent and child behaviors, including asking questions, repetitions, modeling/ commenting, expanding/extending, defining vocabulary, affirmations, initiations, and responses. The communication modality used was coded for each behavior. Results: Analysis of the video coding revealed that parents used a variety of strategies and that children relied on multimodal means of communication during SBR. For the two families who had videos collected across two conditions, namely, SBR without AAC and SBR with AAC, family AAC use increased the overall duration of SBR activities. For all families, the frequency of parent SBR strategy use increased the SBR duration. Conclusions: This study adds to the limited research on SBR practices with toddlers/preschoolers who use AAC. Directions for future research and the implications of the study are discussed. [ABSTRACT FROM AUTHOR]

An increasing number of researchers are examining the benefits and outcomes of caregiver-implemented interventions for young children with delays or disabilities. Most report the incorporation of multiple coaching strategies within their approach; however, definitions and descriptions of coaching strategies and processes continue to be limited. This scoping review examined the use of various coaching strategies across models of caregiver coaching in early intervention, with a specific focus on problem solving and reflection coaching strategies occurring in the literature between 2011 and 2018. Problem solving and reflection are 2 coaching strategies incorporated into coaching approaches to build caregiver competency, confidence, and independence within intervention implementation. The results of this review may guide the field in further defining caregiver coaching as well as specific coaching strategies, such as problem solving and reflection. [This article was presented at the 2018 annual conference for the Division for Early Childhood (DEC) in Orlando, Florida.]

Purpose: Interactions with caregivers during the ordinary activities that occur as families go about their everyday lives are critical to supporting children’s acquisition of social communication and language skills. The purpose of this study was to examine child communication and parent verbal responsiveness across interaction contexts in 211 children (Mage = 20 months) on the autism spectrum (n = 121), with developmental delay (n = 46), or with typical development (n = 44). Method: Families participated in up to eight activities during an hour-long, video-recorded home observation. We tested differences in the strength of associations between diagnostic group and interaction context using linear mixed-effects models, with child rate per minute of communication and proportions of parent follow-in comments and directives as outcome variables. Child communicative functions expressed across contexts were also examined. Results: Children across groups communicated at significantly higher rates per minute during book sharing and play with people compared to other interaction contexts. Most child communication was for the function of joint attention during book sharing, for social interaction during play with people, and for behavior regulation during necessary activities such as family chores and meals. On average, parents of children responded using proportionally more follow-in comments during book sharing and play compared to necessary activities, during which parents used more follow-in directives. Conclusion: Results provide a glimpse into the dyadic communication that may occur within everyday activities at home, which supports the need for future intervention research and may aid clinicians seeking to identify activities that serve as important contexts for intervention. [ABSTRACT FROM AUTHOR]

In the United States, families of young children with developmental disabilities may encounter many challenges and obstacles when advocating for their child's developmental services and supports. Research has highlighted that the transition from early intervention services to school-based services is especially confusing and difficult for many families. To limit confusion, the context and procedures of the transition must be clearly understood by all parties involved, including the family, early intervention providers, and school personnel. This exploratory qualitative pilot study highlights different practices used in a transition classroom for young children with developmental disabilities and the experiences of those involved in the transition process. The transition classroom was created through a collaboration between a non-profit early intervention organisation and a public Early Childhood Special Education Program. A teacher, the director of the non-profit organisation, and a parent of a child in the transition classroom were interviewed. Implications emphasising effective partnerships between families, schools, and community organisations, and how to potentially build those partnerships are discussed. [ABSTRACT FROM AUTHOR]

Purpose: Children in foster care are at an increased risk for language delays and disorders, and foster parents can play a significant role in preventing delays in early language development. This scoping review explored empirical studies that included foster parent training programs for families with foster children under the age of 5 years. Method: Using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews), multiple databases were searched, and resulting article titles and abstracts were screened for inclusion in the review. Each study that met inclusion criteria was then coded for the training methods used to teach foster parents intervention strategies and the targeted outcomes of the intervention. Results: A total of 24 studies were identified. Of the 24 studies reviewed, all included interventions focused on increasing parent--child relationships and decreasing child challenging behaviors, but few included opportunities for foster parents to practice using intervention strategies with their foster child. None of the studies focused specifically on strategies for promoting children's language development. When outcomes across the studies were reviewed, only two focused on children's language. Conclusions: The results of this review point to the need for more research on language interventions that can be implemented by foster parents. The discussion focuses on the important role speech-language pathologists can play in the prevention of early language delays or disorders in young foster children. Supplemental Material: https://doi.org/10.23641/asha.21714311 [ABSTRACT FROM AUTHOR]

Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices, few investigations examine the degree to which interventions take place within routines across developmental domains in early childhood intervention research. We conducted a scoping review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist to examine an interdisciplinary body of CIIs. We coded 42 articles for the presence and types of routines, child and family demographics, developmental targets, and how routines were identified within CIIs. Autism spectrum disorder was the highest represented disability; many studies included play routines or a combination of play with another routine. In this article, we discuss the importance of family routines in CIIs, how to jointly identify a range of routines with caregivers, and we describe the need for research on family routines in CIIs across disabilities and diverse family backgrounds. [ABSTRACT FROM AUTHOR]

Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent–child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed. [ABSTRACT FROM AUTHOR]

This descriptive study included a systematic examination of provider and caregiver reflective conversations during caregiver coaching sessions focused on embedded intervention. Transcribed videos from 31 provider–caregiver dyads in two groups (Embedded Practices and Interventions with Caregivers [EPIC] vs. business-as-usual [BAU]) were used for data collection, resulting in a total of 93 transcripts across three different time points. Using methods of directed content analysis, a coding scheme describing various components of shared reflection was developed and used to code transcripts. Coding data were used to explore the rate per minute and relative frequency of types, topics, and spontaneity of reflection. Although there were no statistically significant differences in the frequency and rate of reflective versus nonreflective conversational turns, there were group differences in the reflective topics and specific types of reflective comments and questions posed by participants. Results from this study and others can help the field further define reflection as a coaching strategy and consider the potential utility of different reflective comment and question types to increase caregiver capacity to embed interventions in home routines. Further research is recommended to explicate further definitions and processes for reflection specific to caregiver coaching, including methods used to code reflective conversations and evaluate how reflection impacts caregivers' intervention implementation. [ABSTRACT FROM AUTHOR]

Portable electronic devices are becoming more prevalent in the field of speech-language pathology, from assessment and intervention to supervision. This study examined the use of various forms of supervisory feedback provided through digital platforms on a detailed fidelity checklist to five first-year graduate student clinicians participating in a communitybased practicum. Three feedback conditions were compared: (a) e-mails sent after intervention sessions, (b) text messaging during intervention sessions, and (c) no e-mails or text messaging feedback. All forms of feedback were supplemented by an e-mail graph depicting progress on the fidelity checklist. Graduate student clinicians found all forms of digital feedback to be beneficial, with specific, immediate feedback being preferred. The fidelity checklist supported the graduate student clinicians' implementation of intervention techniques as well as the supervisors' ability to provide detailed feedback. Implications for future research and suggestions for supervision of graduate student clinicians are discussed. [ABSTRACT FROM AUTHOR]