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ERIC Number: EJ1179233
Record Type: Journal
Publication Date: 2018-May
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0271-1214
Collaborative Coaching with Early Head Start Teachers Using Responsive Communication Strategies
Romano, Mollie; Woods, Juliann
Topics in Early Childhood Special Education, v38 n1 p30-41 May 2018
This study used a single-case, multiple baseline design to examine the effectiveness of collaborative coaching on three Early Head Start (EHS) teachers' use of responsive communication strategies with toddlers with communication delays. Child communication targets and teacher communication strategies were measured as secondary outcomes. The coaching approach included a joint planning session in which the interventionist and teachers chose child targets and how to embed strategies within classroom routines. The teachers increased their use of the responsiveness strategies in play and caregiving routines during intervention and maintenance. Child participants also increased their rates of communication during intervention and maintenance. Implications for professional development and the social validity of the approach are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325D070023; H326M070004