Effects of Hybrid Coaching on Middle School Teachers' Teaching Skills and Students' Academic Outcomes in General Education Settings
© Association for Behavior Analysis International 2021.
| Publié dans: | Education & treatment of children. - 1999. - 45(2022), 2 vom: 01., Seite 193-210 |
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| Auteur principal: | |
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| Format: | Article en ligne |
| Langue: | English |
| Publié: |
2022
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| Accès à la collection: | Education & treatment of children |
| Sujets: | Journal Article general education teachers hybrid coaching inclusion intellectual disability professional development simultaneous prompting |
| Résumé: | © Association for Behavior Analysis International 2021. We examined effects of hybrid coaching delivered face-to-face and via smartphone to train middle school general educators to use a simultaneous prompting procedure during instruction on academic core content with sixth-grade students with intellectual disability in general education classrooms. We also measured student outcomes. We used a multiple probe design across four student-teacher dyads in the study. Teachers acquired the steps of simultaneous prompting procedure with 100% accuracy, maintained the use of the prompting procedure over time, and generalized prompting for teaching new academic content to their students. Students acquired their targeted academic content, maintained the skills over time, and generalized the skills across different persons and settings. The results showed a functional relation of the intervention on the dependent variables. Social validity data collected from teachers and students were positive. Future research needs and implications of the findings are discussed |
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| Description: | Date Revised 25.05.2022 published: Print-Electronic Citation Status PubMed-not-MEDLINE |
| ISSN: | 0748-8491 |
| DOI: | 10.1007/s43494-021-00069-9 |