Specific studies currently underway include:
- Investigation of web based coaching to increase use of problem solving and reflective practices with caregivers
- Evaluation of coaching strategies for child and caregiver outcomes in early intervention
- Teaming practices of early intervention providers
- Accessibility of library services for individuals with autism
- Impact of a systemic coaching approach for caregiver’s on fidelity implementation of embedded intervention
- Social validity of family guided routines based intervention
- Gesture intervention for young prelinguistic children
The Distance Mentoring Model (DMM) promotes the implementation of Family Guided Routines Based Intervention (FGRBI) for families of children eligible for Part C services and supports. Incorporating evidence-based practices for professional development with technology strategies and supports, DMM engages early intervention providers, service coordinators and program administrators in a systematic change process to increase the use of recommended practices with children and families.
Iowa Distance Mentoring Model (IA-DMM) is designed to support the development of peer mentors and team coaches, focusing on the use of technology to increase fidelity of implementation of FGRBI.
The purpose of this project is to evaluate a peer-implemented professional development approach on the use of Family Guided Routines Based Intervention (FGRBI) by early intervention providers (EIs).
FL-EPIC – Florida Embedded Practices and Intervention with Caregivers
A collaborative project with the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida to develop and demonstrate the effectiveness of EPIC to expand social and emotional outcomes in young children participating in Early Steps in Florida.
This study investigates whether childcare providers in high poverty settings can be coached to support gesture use in everyday classroom routines.