Date of Award
Spring 5-12-2023
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Marci Glessner
Keywords
Early Intervention, High-Leverage Practices, Coaching, Parents
Abstract
The purpose of this study was to gather information on Early Intervention (EI) practices and the implementation of the Special Education High Leverage Practices (HLPs) with parents and children ages birth through age two. In the past, EI staff took the lead as they provided a medical model of services where the staff went into the homes of parents and “fixed” problems the child was having, essentially leaving the parent out of the equation (NICHCY, 2022). The programs involved parents, but many of the parents seemed to take a back seat and watch what was going on with their child (NICHCY, 2014, Edwards, 2019). In recent years, EI services have moved toward a family-centered approach where EIs are expected to interact with the child during daily routines but also coach parents during this time. The Council for Exceptional Children CEC (2023) focuses on including the HLPs in current EI practices. This project describes how reflected on my coaching and then used HLPs to better communicate with parents and coached them in implementing interventions into their child’s daily routines. It consisted of creating forms and using a coaching practices checklist to keep track of coaching fidelity. Through this reflection and analysis, I more effectively organized and facilitated meetings with professionals and families, prioritized long- and short-term learning goals, and enhanced coaching through explicit instruction.
Recommended Citation
Muhlenpoh, John, "Reflecting on ECSE Parent Coaching: Integrating High Leverage Practices 2, 11 and 16 with Parents of Children Birth through Age 2" (2023). Dissertations, Theses, and Projects. 864.
https://red.mnstate.edu/thesis/864
Included in
Early Childhood Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education and Teaching Commons