{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/102407"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/102407","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Changing practices of early intervention teachers of the visually impaired: The matrix approach","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Ely, Mindy S."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ostrosky, Michaelene M.","Santos Gilbertz, Rosa Milagros","Meadan-Kaplansky, Hedda","Clark-Bischke, Christine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-02-06T19:32:43Z","date_published":"2019-02-06T19:32:43Z","updated_at":"2026-07-22T22:24:40Z","subjects":["Visual Impairment","Early Childhood","Early Intervention","Special Education","Single Case","Social Validity"],"languages":["en"],"rights":["Copyright 2018 Mindy Ely"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/102407","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ostrosky, Michaelene M.","Santos Gilbertz, Rosa Milagros","Meadan-Kaplansky, Hedda","Clark-Bischke, Christine"]},{"key":"dc:creator","label":"Author","values":["Ely, Mindy S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-02-06T19:32:43Z","2018-10-01","2018-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Visual Impairment","Early Childhood","Early Intervention","Special Education","Single Case","Social Validity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Mindy Ely"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/102407"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.","Submission original under an indefinite embargo labeled 'Open Access'. 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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.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2019-02-05 without embargo terms","The student, Mindy Ely, accepted the attached license on 2018-09-27 at 17:30.","The student, Mindy Ely, submitted this Dissertation for approval on 2018-09-27 at 17:44.","This Dissertation was approved for publication on 2018-10-01 at 15:26.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13023 on 2019-02-05 at 11:08:06","Made available in DSpace on 2019-02-06T19:32:43Z (GMT). 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