Identifying effective instructional strategies during caregiver-implemented intervention: The role of caregiver practice with feedback
Year: 2022
Type: preprint
Abstract: Caregiver-implemented interventions have positive effects on child and family outcomes, but this intervention model is rarely used in practice settings. One reason for this discrepancy may be uncertainty about the optimal instruction used to teach caregivers. This study investigated the instructional strategies that were most effective in teaching different types of intervention strategies to caregivers of autistic children. Increased opportunities for caregiver practice with feedback (i.e., independent caregiver practice with immediate interventionist feedback) was most predictive of caregiver strategy use regardless of the type of intervention strategy or caregiver baseline skills. Further analysis revealed that interventionists used the instructional strategy of caregiver practice with feedback more often when teaching intervention strategies that caregivers were already using to some degree before intervention (i.e., responsive strategies) and when caregivers had higher baseline intervention strategy use. These results suggest that instructional strategies targeting caregivers’ existing capacities may be most effective in improving caregiver learning, and future work should investigate ways to modify and individualize caregiver instruction.
Institution: Northwestern University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W4309475322