https://orcid.org/0000-0002-3683-5347
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ABSTRACT
The purpose of this systematic review was to examine the empirical literature on caregiver coaching in early intervention with subsequent positive effects on language development of children with hearing loss receiving services through Part C of IDEA (2004). The systematic review of the literature yielded 20 studies utilizing 32 different assessment measures. Areas of measurement involved participant interactions, development, family capacity, caregiver perceptions, and caregiver experiences. Measures ranged from standardized normative assessments to researcher-developed interviews, surveys, and scales. The research studies highlight four stages of caregiver and coach interactions with 15 specific coaching strategies demonstrating both positive and negative relationships with the development of receptive language and expressive language in family-centered intervention. Limitations of identified studies and limitations of the current systematic review are discussed, as well as implications of the findings for policy, research, and practice for children with hearing loss receiving early intervention services.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Alison King
Alison King, Ph.D. CCC-SLP LSLS Cert.AVT, is an Assistant Professor at Longwood University and a pediatric Speech-Language Pathologist. Her research interests include professional preparation of SLPs and ECSE teachers, aural habilitation of children with hearing loss, and caregiver coaching in early intervention.
Yaoying Xu
Yaoying Xu, Ph.D., Professor in Counseling and Special Education at Virginia Commonwealth University. Her research interests focus on culturally and linguistically responsive assessment and intervention for young children from diverse backgrounds.