Early Intervention Providers’ Perceptions of Implementing Naturalistic Language Intervention

Abstract To effectively translate evidence-based language and communication interventions for young children into early intervention (EI) service systems, it is imperative to understand EI providers' perspectives on the structure and procedures of specific interventions, including the professional development needed to support implementation. This pilot explanatory sequential mixed-methods study collected feedback from EI providers who participated in a recent professional development study focused on implementing a naturalistic caregiver-implemented language intervention, Promoting Communication Tools for Advancing Language in Kids (PC TALK). Through online questionnaires and semi-structured interviews, we explored providers' perceptions of the intervention’s acceptability, feasibility, and appropriateness, as well as its benefits, barriers, and recommendations for broader EI system implementation.