{"title":"比较护理人员实施干预的教学方法:一个跨学科的系统回顾和荟萃分析","authors":"Bailey J. Sone, Jordan Lee, M. Roberts","doi":"10.1177/1053815121989807","DOIUrl":null,"url":null,"abstract":"Family involvement is a cornerstone of early intervention (EI). Therefore, positive caregiver outcomes are vital, particularly in caregiver-implemented interventions. As such, caregiver instructional approaches should optimize adult learning. This study investigated the comparative efficacy of coaching and traditional caregiver instruction on caregiver outcomes across EI disciplines. A systematic search for articles was conducted using PRISMA guidelines. Meta-analysis methodology was used to analyze caregiver outcomes, and a robust variance estimate model was used to control for within-study effect size correlations. Seven relevant studies were ultimately included in the analysis. A significant, large effect of coaching on caregiver outcomes was observed compared to other models of instruction (g = 0.745, SE = 0.125, p = .0013). These results support the adoption of a coaching framework to optimize caregiver outcomes in EI. Future research should examine how coaching and traditional instruction can be used in tiered intervention models with a variety of populations.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"43 1","pages":"339 - 360"},"PeriodicalIF":1.5000,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1053815121989807","citationCount":"11","resultStr":"{\"title\":\"Comparing Instructional Approaches in Caregiver-Implemented Intervention: An Interdisciplinary Systematic Review and Meta-Analysis\",\"authors\":\"Bailey J. Sone, Jordan Lee, M. Roberts\",\"doi\":\"10.1177/1053815121989807\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Family involvement is a cornerstone of early intervention (EI). Therefore, positive caregiver outcomes are vital, particularly in caregiver-implemented interventions. As such, caregiver instructional approaches should optimize adult learning. This study investigated the comparative efficacy of coaching and traditional caregiver instruction on caregiver outcomes across EI disciplines. A systematic search for articles was conducted using PRISMA guidelines. Meta-analysis methodology was used to analyze caregiver outcomes, and a robust variance estimate model was used to control for within-study effect size correlations. Seven relevant studies were ultimately included in the analysis. A significant, large effect of coaching on caregiver outcomes was observed compared to other models of instruction (g = 0.745, SE = 0.125, p = .0013). These results support the adoption of a coaching framework to optimize caregiver outcomes in EI. Future research should examine how coaching and traditional instruction can be used in tiered intervention models with a variety of populations.\",\"PeriodicalId\":47360,\"journal\":{\"name\":\"Journal of Early Intervention\",\"volume\":\"43 1\",\"pages\":\"339 - 360\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-02-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/1053815121989807\",\"citationCount\":\"11\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Early Intervention\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1177/1053815121989807\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Intervention","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/1053815121989807","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Comparing Instructional Approaches in Caregiver-Implemented Intervention: An Interdisciplinary Systematic Review and Meta-Analysis
Family involvement is a cornerstone of early intervention (EI). Therefore, positive caregiver outcomes are vital, particularly in caregiver-implemented interventions. As such, caregiver instructional approaches should optimize adult learning. This study investigated the comparative efficacy of coaching and traditional caregiver instruction on caregiver outcomes across EI disciplines. A systematic search for articles was conducted using PRISMA guidelines. Meta-analysis methodology was used to analyze caregiver outcomes, and a robust variance estimate model was used to control for within-study effect size correlations. Seven relevant studies were ultimately included in the analysis. A significant, large effect of coaching on caregiver outcomes was observed compared to other models of instruction (g = 0.745, SE = 0.125, p = .0013). These results support the adoption of a coaching framework to optimize caregiver outcomes in EI. Future research should examine how coaching and traditional instruction can be used in tiered intervention models with a variety of populations.
期刊介绍:
The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.