%0 Journal Article
%T Performance
%A Amy Kennedy Root
%A Anne L. Larson
%A Christan Grygas Coogle
%A Hilary Bougher-Muckian
%A Jennifer R. Ottley
%J Topics in Early Childhood Special Education
%@ 1538-4845
%D 2019
%R 10.1177/0271121419831414
%X We used a multiple-probe single-case design to determine whether there was a functional relation between peer-delivered, technology-enhanced, performance-based feedback (TEPF) and early intervention (EI) providers¡¯ use of family engagement strategies and embedded learning opportunities. Participants included three coaches, three EI providers, three caregivers, and three children receiving EI services. Results suggest that although peer-delivered, TEPF did increase some of the EI providers¡¯ practices, we did not observe a functional relation. Implications for future EI research and practice are discussed
%K Part C
%K birth to 3
%K early intervention
%K embedded learning opportunities
%K family engagement
%U https://journals.sagepub.com/doi/full/10.1177/0271121419831414