Developmental Trajectories Diverted: Empowering Frontline Community Childcare Providers to Support Children’s Social Communication Development Through a Coach-the-Coach Model Sonja Ziegler1,2, Sally Fuhrmeister1,2, Erin Brooker Lozott1,2, Christa Payne1,2, Timothy Ryan1,2, & Jennifer Stapel-Wax1,3 Marcus Autism Center1, Children’s Healthcare of Atlanta2, Emory University School of Medicine3, Atlanta, GA INTRODUCTION RESULTS: PHASE I Early detection and rapid mobilization of individualized supports are critical components of ensuring that children at risk for developing ASD obtain their fullest developmental potential. The National Research Council (2001) found that early detection and 25 hours a week of active engagement promoted optimal success for young children with ASD in kindergarten. Knowledge of red flags for ASD and transactional supports to promote active engagement, (e.g., those derived from the SCERTS framework (Prizant et al., 2006)), is vital for providers working in the early childcare setting. Translating this knowledge into practice through collaborative learning experiences with early childhood professionals (ECPs) allows front-line providers to alter disadvantaged developmental trajectories of young children at risk for ASD. Learning “how to” coaching and collaboration strategies is needed for successful collaborative learning experiences between ECPs and childcare providers (Friedman & Woods, 2012). However, there is a paucity of research on the effectiveness of coach-the-coach models with ECPs. individual participant group average t11=1.774; p=0.05 DESCRIPTION OF MODEL OBJECTIVE DISCUSSION Phase 1 of our coach-the-coach model employed evidence-based adult learning strategies to instill knowledge of social communication development, transactional supports, and active engagement in ECPs in their support of early childcare providers. This resulted in: 1) increased support and coaching provided by the ECPs to childcare providers; 2) enhanced awareness of social communication developmental milestones; 3) the identification of 14 children at risk for ASD Next steps in implementation: Complete Phases 2 & 3 of model: Employ remote access via technology based coaching to meet the needs of the families utilizing and the professionals working within the early childcare system; assess efficacy of each phase Build capacity in statewide agencies by training early childcare resource experts to maintain and grow their system’s ability to become self-sustaining and self-correcting in their implementation of translation science practices, across communities, optimizing neurodevelopmental outcomes for all children served. This project aimed to infuse research into current community-based practices of Georgia’s Bright from the Start (BFTS): Department of Early Care and Learning (DECAL) professionals. This was done via implementation of a novel, three phase collaborative coach-the-coach model focusing on increasing knowledge of normative development and detection of red flags for ASD, and using transactional supports to promote active engagement in early childcare settings. Through the use of coaching and collaboration strategies to promote adult learning, coaching centered on increasing active engagement in the early childcare setting using transactional supports. Effectiveness of Phase 1 of the coach-the-coach model was assessed by: Rate of support and coaching provided by ECPs during video-recorded independent classroom sessions with childcare providers throughout the coaching period Number of children identified at risk for ASD Pre/post knowledge-based assessments REFERENCES Council on Children With, D., et al. (2006). Identifying infants and young children with developmental disorders in the medical home: an algorithm for developmental surveillance and screening. Pediatrics 118(1), 405-420. Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., & Rydell, P. (2006). The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Baltimore, MD: Paul H. Brookes Publishing. Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver Coaching Strategies for Early Intervention Providers. Infants & Young Children, 25(1), 62-82. Woods, J. J. & Wetherby, A. M. (2003). Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder. Lang Speech Hear Serv Sch, 34(3), 180-193. National Research Council, Committee on Educational Interventions for Children With Autism. Educating Children With Autism. Lord C, McGee JP, eds. Washington, DC: National Academies Press; 2001.