Table 3.
Adapted Routines and Instructional Strategies Coding Protocol.
| Strategy | Definition | Example |
|---|---|---|
| Coaching strategies supporting family-centered practice | ||
| Guided practice with feedback a | SLP tells the caregiver how to use strategies while the caregiver practices. |
Caregiver interacts with child.
SLP: Use a say prompt after he reaches. |
| Caregiver practice with feedback a | SLP provides performance feedback about caregiver strategy usage. |
Caregiver interacts with child.
SLP: Great job expanding her play! |
| Demonstration a | SLP narrates their actions for the caregiver while modeling strategies with the child. |
SLP interacts with child.
SLP: I'm going to hold up two choices to get her to request. |
| Reflection a | SLP elicits caregiver reflection about their strategy usage, child behavior, or intervention procedures. |
SLP and caregiver discuss:
SLP: How did those prompts feel today? |
| Information sharing | SLP and caregiver discuss information related to child and family outcomes. |
SLP and caregiver discuss:
Caregiver: He wasn't feeling well this weekend, so he hasn't been talking a lot. |
| EI conversation | SLP and caregiver discuss information related to the EI program, such as transition planning or other services. |
SLP and caregiver discuss:
SLP: What size classroom did they suggest for her preschool classroom? |
| Joint problem solving/planning | SLP and caregiver discuss activities for intervention and home practice, including solutions to problems caregiver reports. |
SLP and caregiver discuss:
Caregiver: It'd be great if he could tell me what he wants to eat. SLP: Maybe we can try some time delays during breakfast. |
| Direct teaching | SLP provides caregiver with didactic information about strategies. | SLP presents information about how to use strategies without modeling or caregiver practice. |
| Observation | SLP observes the caregiver working with the child without SLP instruction. | Caregiver interacts with child while SLP observes. |
| Joint interaction | SLP and caregiver both interact with the child without SLP instruction. | Caregiver and SLP interact with the child, taking turns or working together. |
| Non–family-centered practices | ||
| Commentary | SLP comments on general child actions during child-focused interaction. |
SLP interacts with the child.
SLP: She looks really happy right now! |
| Directive planning | SLP tells the caregiver activities to try for home practice without caregiver input. |
SLP tells caregiver:
SLP: He really enjoyed matching the puzzle pieces, you can try that this week |
| Child focused | SLP works directly with the child without involving caregiver. | SLP interacts with child while caregiver observes or is not present. |
| Other | The SLP and caregiver discuss topics unrelated to the child or EI. |
SLP and caregiver discuss:
SLP: There was so much traffic today! |
Note. Codes were adapted from the Routines and Instructional Strategies Coding Protocol (Friedman et al., 2012). SLP = speech-language pathologist; EI = early intervention.
a
Single-instance code.