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Implementation of training and coaching to improve goal planning and family engagement in early childhood home visiting

Author

Listed:
  • West, Allison
  • Spinosa, Ciara Z.
  • DeVoe, Margo
  • Madariaga, Patricia
  • Barnet, Beth

Abstract

Early childhood home visiting services aim to support child and family health and development, yet challenges engaging and retaining families persist. One promising strategy to improve family engagement involves enhancing the capacity of the home visiting workforce to partner with families to set and implement service goals that align with families’ needs and preferences. This study examined implementation of ‘Goal Plan Strategies’ (GPS), a training and coaching innovation designed to improve family-centered goal planning. Aims were to evaluate (1) the extent to which training and eight sessions of audio-based coaching were implemented with fidelity, (2) whether coaching fidelity was associated with home visitors’ perceptions of coaching and confidence using goal planning strategies, and (3) whether GPS was perceived as feasible, acceptable, and useful by coaches and home visitors. Home visitors (N = 22) and coaches (N = 10) took part in GPS and completed surveys, session logs, and interviews. Training and coaching sessions were observed and coded for fidelity (e.g., dose, adherence, quality). GPS was implemented with high levels of fidelity. Findings support feasibility, acceptability, and usefulness of GPS, overall, and suggest the need to examine coaching dosage and overlap with other implementation supports more closely. Findings highlight the benefits of audio-based coaching, mentoring of coaches, and observational measures of implementation fidelity.

Suggested Citation

  • West, Allison & Spinosa, Ciara Z. & DeVoe, Margo & Madariaga, Patricia & Barnet, Beth, 2024. "Implementation of training and coaching to improve goal planning and family engagement in early childhood home visiting," Children and Youth Services Review, Elsevier, vol. 163(C).
    • Handle: RePEc:eee:cysrev:v:163:y:2024:i:c:s0190740924003050
    DOI: 10.1016/j.childyouth.2024.107733
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