Impact of Coaching on Preservice Teachers’ Use of Embedded Instruction in Inclusive Preschool Classrooms

Abstract

The purpose of the present study was to examine the impact of training plus coaching on special education preservice teachers’ use of embedded instruction learning trials (EILTs) within ongoing activities of inclusive preschool classrooms. A multiple baseline across participants design was used to investigate the relationships between coaching and preservice teachers’ implementation of EILTs across settings and over time. Corollary relationships between preservice teachers’ implementation and child learning outcomes were also examined. Results indicate training plus coaching is an effective method for increasing preservice teachers’ use of EILTs. Preservice teachers generalized their use of EILTs to another setting and maintained their use during follow-up sessions conducted 1 to 8 weeks after coaching ended. Moreover, as preservice teachers’ accuracy of implementing EILTs increased, percentage of children’s correct responding increased. Implications for future research and practice are discussed.