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Title:Changing practices of early intervention teachers of the visually impaired: The matrix approach
Author(s):Ely, Mindy S.
Director of Research:Ostrosky, Michaelene M.
Doctoral Committee Chair(s):Ostrosky, Michaelene M.
Doctoral Committee Member(s):Milagros Santos Gilbertz, Rosa; Meadan-Kaplansky, Hedda; Clark-Bischke, Christine
Department / Program:Special Education
Discipline:Special Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Visual Impairment
Early Childhood
Early Intervention
Special Education
Single Case
Social Validity
Abstract:The current study investigated the use of online training and coaching with early intervention teachers of the visually impaired (TVI) to change their practice toward a family centered relationship-based (FCRB) approach. Early intervention TVIs were trained to use a researcher-developed approach, called the Matrix Approach, in their early intervention service delivery. The approach was developed based on planning and delivery models in the field of visual impairments and early childhood special education (American Printing House for the Blind, n.d.; DEC, 2014; Dote-Kwan & Chen, 2014; Petersen & Nielsen, 2005) and further refined to encourage changes in teaching practices. A multiple baseline design was used to investigate the efficacy of the Matrix Approach with early intervention TVIs. It was hypothesized that as early intervention TVIs increased fidelity in implementation of the Matrix Approach, measures of both parent-professional collaboration and parent-child engagement would increase. However, such an outcome was only meaningful if the stakeholders found the procedures acceptable for continued use with beneficial outcomes that were deemed worth the effort to attain. Therefore, qualitative measures were used to investigate objectives related to social validity. Specifically, data were gathered to determine whether intervention strategies were integrated into daily family routines. Post-study interviews with parents and early intervention TVIs were used to gather stakeholder feedback. Visual analysis showed a functional relation between online training and coaching, and early intervention TVIs use of the Matrix Approach. This relation was observed both within and across participants. Evidence for a relation between fidelity to the approach and parent-professional collaboration was evident. Social validity data focusing on goals, procedures, and outcomes were strong with some suggestions for change offered by participants.
Issue Date:2018-10-01
Type:Thesis
URI:http://hdl.handle.net/2142/102407
Rights Information:Copyright 2018 Mindy Ely
Date Available in IDEALS:2019-02-06
Date Deposited:2018-12


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