Sage Journals: Discover world-class research

Abstract

The purpose of this research was to determine the impact of eCoaching on two special education teachers’ use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers’ use of three modeling strategies. Each of the three strategies was a method to model language for children, and they were randomized to three different routines. Results suggest that eCoaching increased teachers’ use of modeling strategies and that eCoaching is a socially valid intervention. Considerations for practice and future research are discussed.

Keywords

communication autism professional development single-case research

Get full access to this article

View all access options for this article.

References

Aldred

Green

Adams

(2004). A new social communication intervention for children with autism: Pilot randomized controlled treatment study suggesting effectiveness. Journal of Child Psychology and Psychiatry, 45, 1420-1430. doi:10.UH/j.1469-7610.2004.00338.x

Coogle

C. G.

Floyd

Hanline

M. F.

Kellner-Hiczewski

(2013). Strategies used in natural environments to promote communication development in young children at risk for autism spectrum disorder. Young Exceptional Children, 16, 11-23. doi:10.1177/1096250612473126

Coogle

C. G.

Rahn

N. L.

Ottley

J. R.

(2015). Pre-service teacher use of communication strategies upon receiving immediate feedback. Early Childhood Research Quarterly, 32, 105-115. doi:10.1016/j.ecresq.2015.03.003

Coogle

C. G.

Ottley

J. R.

Rahn

N. L.

(under review).

Buysse

Winton

P. J.

Rous

(2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28, 235-243. doi:10.1177/0271121408328173

Carnine

(1997). Bridging the research-to-practice gap. Exceptional Children, 63, 513-521. doi:10.1177/001440299706300406

Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorders among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2010. MMWR Surveillance Summary, 63, 1-24.

Cook

B. G.

Cook

S. C.

(2013). Unraveling evidence-based practices in special education. Journal of Special Education, 47, 71-82. doi:10.1177/0022466911420877

Cook

B. G.

Odom

S. L.

(2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135-144. doi:10.1177/001440291307900201

10.

Cornelius

K. E.

Nagro

S. A.

(2014). Evaluating the evidence base of performance feedback in preservice special education teacher training. Teacher Education and Special Education, 37, 133-146. doi:10.1177/0888406414521837

11.

Ferron

Jones

P. K.

(2006). Tests for the visual analysis of response-guided multiple-baseline data. The Journal of Experimental Education, 75, 66-81. Retrieved from http://www.jstor.org/stable/20157442

12.

Ferron

Levin

J. R.

(2014). Single-case permutation and randomization statistical tests: Present status, promising new developments. In Kratochwill

T. R.

Levin

J. R.

(Eds.), Single-case intervention research: Statistical and methodological advances (pp. 153-183).

13.

Fuchs

L. S.

Burish

(2000). Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research & Practice, 15, 85-91. Available from http://ldx.sagepub.com/

14.

Garet

M. S.

Porter

A. C.

Desimone

Birman

B. F.

Yoon

K. S.

(2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. doi:10.3102/00028312038004915

15.

Gomez

R. E.

Kagan

S. L.

Fox

E. A.

(2015). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41, 169-186. doi:10.1080/19415257.2014.986820

16.

Greenwood

C. R.

Tapia

Abbott

Walton

(2003). A building-based case study of evidence-based literacy practices: Implementation, reading behavior, and growth in reading fluency, k-4. The Journal of Special Education, 37, 95-110. doi:10.1177/00224669030370020401

17.

Ingersoll

Dvortcsak

(2009). Teaching social communication to children with autism: A practitioner’s guide to parent training and a manual for parents. New York, NY: Guilford Press.

18.

Ingersoll

Dvortcsak

Whalen

Sikora

(2005). The effects of a developmental, social-pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 213-222. doi:10.1177/10883576050200040301

19.

Joyce

B. R.

Showers

(2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

20.

Kennedy

C. H.

(2005). Single-case designs for educational research. New York, NY: Pearson, Inc.

21.

Klingner

J. K.

Boardman

A. G.

McMaster

K. L.

(2013). What does it take to scale up and sustain evidence-based practices? Exceptional Children, 79, 195-211. doi:10.1177/001440291307900205

22.

Kratochwill

T. R.

Hitchcock

Horner

R. H.

Levin

J. R.

Odom

S. L.

Rindskopf

D. M.

Shadish

W. R.

(2010). Single-case designs technical documentation. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf

23.

Kratochwill

T. R.

Levin

J. R.

(2010). Enhancing the scientific credibility of single-case intervention research: Randomization to the rescue. Psychological Methods, 15, 124-144. doi:10.1037/a0017736

24.

Lieberman-Betz

R. G.

Vail

C. O.

Chai

(2013) Examining response to intervention using a framework of best practice from early childhood special education. Exceptionality, 21, 51-67. doi:10.1080/09362835.2013.750122

25.

Mueller

T. G.

Brewer

R. D.

(2013). Rethinking professional development in rural communities for students with autism spectrum disorder. Rural Special Education Quarterly, 32, 11-19.

26.

National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? Chapel Hill: FPG Child Development Institute, The University of North Carolina. Retrieved from http://npdci.fpg.unc.edu/resources/articles/NPDCI-ProfessionalDevelopment-03-04-08

27.

Odom

S. L.

Cox

A. W.

Brock

M. E.

(2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251. doi:10.1177/001440291307900207

28.

Odom

S. L.

Wolery

(2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37, 164-173. doi:10.1177/00224669030370030601

29.

Ottley

J. R.

Coogle

C. G.

Rahn

N. L.

(2015). The social validity of bug-in-ear coaching: Findings from two studies implemented in inclusive early childhood environments. Journal of Early Childhood Teacher Education, 36, 342-361.

30.

Ottley

J. R.

Hanline

M. F.

(2014). Bug-in-ear coaching impacts on early childhood educators’ practices and associations with toddlers’ expressive communication. Journal of Early Intervention, 36, 90-110. doi:10.1177/1053815114563614

31.

Puliafico

A. C.

Comer

J. S.

Albano

A. M.

(2013). Coaching approach behavior and leading by modeling: Rationale, principles, and a session-by-session description of the CALM program for EC anxiety. Cognitive and Behavioral Practice, 20, 517-528. Retrieved from www.elsevier.com/locate/cabp

32.

Rock

M. L.

Gregg

Gable

R. A.

Zigmond

N. P.

(2009). Virtual coaching for novice teachers. Phi Delta Kappan, 91, 36-41. Retrieved from http://pdkintl.org/publications/kappan/

33.

Rock

M. L.

Gregg

Thead

B. K.

Acker

S. E.

Gable

R. A.

Zigmond

N. P.

(2009). Can you hear me now? Evaluation of an online wireless technology to provide real-time feedback to special education educators in training. Educator Education and Special Education, 32, 64-82. doi:10.1177/0888406408330872

34.

Rock

M. L.

Schoenfeld

Zigmond

Gable

R. A.

Gregg

Ploessi

D. M.

Salter

(2013). Can you Skype me now? Developing teachers’ classroom management practices through virtual coaching. Beyond Behavior, 22, 15-23. Retrieved from http://www.ccbd.net/Publications/BeyondBehavior

35.

Scheeler

M. C.

Bruno

Grubb

Seavey

T. L.

(2009). Generalizing teaching techniques from university to K-12 classrooms: Teaching preservice teachers to use what they learn. Journal of Behavioral Education, 18, 189-210. doi:10.1007/s10864-009-9088-3

36.

Scheeler

M. C.

Congdon

Stansbery

(2010). Providing immediate feedback to co-teachers through bug-in-ear technology: An effective method of peer coaching in inclusion classrooms. Teacher Education and Special Education, 33, 83-96. doi:10.1177/0888406409357013

37.

Scheeler

M. C.

McKinnon

Stout

(2012). Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice educator performance. Teacher Education and Special Education, 35, 77-90. doi:10.1177/0888406411401919

38.

Snyder

Hemmeter

M. L.

McLaughlin

(2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of PL 99-457. Journal of Early Intervention, 33, 357-370. doi:10.1177/1053815111428336

39.

Stokes

Baer

(1977). An implicit technology of generalization. Journal of Applied Behavioral Analysis, 10, 349-367. doi:10.1901/jaba.1977.10-349

40.

Vannest

K. J.

Parker

R. I.

Gonen

(2011). Single case research: Web based calculators for SCR analysis (Version 1.0) [Web-based application]. College Station: Texas A&M University. Available from singlecaseresearch.org

ECoaching Across Routines to Enhance Teachers’ Use of Modeling

Abstract

Keywords

Get full access to this article

References