Diverse Families in Early Intervention: Professionals’ Views of Coaching

Sandra L. Stewart, Karen Applequist

Research output: Contribution to journalArticlepeer-review

17 Scopus citations


This study examined the perceptions of family coaching and culturally and linguistically diverse (CLD) families participating in early intervention (EI) in a southwestern state in the United States. The transition of the EI program from a multiple service provider model utilizing direct services to a primary service provider model utilizing family coaching afforded a unique opportunity to directly compare and contrast the two models. Twenty-two service providers experienced in both forms of service delivery from one geographical region in the state participated. Three major themes emerged from the interviews: (1) coaching can be an effective and empowering form of service provision; (2) although ideal for many families, coaching was not viewed as appropriate for all families; and (3) to be successful, coaching, as a newly implemented model, requires greater state support including substantive preservice and inservice training for team members.

Original languageEnglish (US)
Pages (from-to)242-256
Number of pages15
JournalJournal of Research in Childhood Education
Issue number2
StatePublished - Apr 3 2019


  • Culturally and linguistically diverse (CLD)
  • early intervention
  • family coaching

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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