Pre-service teacher use of communication strategies upon receiving immediate feedback

Early Childhood Research Quarterly

Volumn 32, Issue , 2015, Pages 105-115

  Coogle, Christan Grygas ^a   Rahn, Naomi L ^a   Ottley, Jennifer Riggie ^b  

^a WEST VIRGINIA UNIVERSITY   (United States)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

Autism; Bug in ear coaching; Communication strategies; Personnel preparation; Pre service teachers

Indexed keywords

CHILD; CHILDHOOD; EAR; HUMAN; HUMAN EXPERIMENT; SPECIAL EDUCATION; TEACHER;

EID: 84950988698     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2015.03.003     Document Type: Article

References (61)

1. Allsopp D.H., DeMarie D., Alvarez-McHatton P., Doone E. Bridging the gap between theory and practice: Connecting courses with field experiences. Teacher Education Quarterly 2006, 33:19-35. Retrieved from http://www.teqjournal.org/backvols/2006/33_1/volume_33_number_1.htm.
2. Berry R.W. Preservice and early career teachers' attitudes toward inclusion, instructional accommodations, and fairness: Three profiles. Teacher Educator 2010, 45:75-95. 10.1080/10901027.2011.622239.
3. Coogle C.G., Floyd K., Hanline M.F., Kellner-Hiczewski J. Strategies used in natural environments to promote communication development in young children at risk for autism spectrum disorder. Young Exceptional Children 2013, 16:11-23. 10.1177/1096250612473126.
4. Dinnebeil L., Pretti-Frontczak K., McInerney W. A consultative itinerant approach to service delivery: Considerations for the early childhood community. Language, Speech, and Hearing Services in Schools 2009, 40:435-445. 10.1044/0161-1461(2008/08-0028).
5. Dunst C.J., Trivette C.M., Cutspec P.A. Toward an operational definition of evidence-based practices. Centerscope 2002, 1:1-10. 10.1080/09362830701796743.
6. Fixsen D.L., Blase K.A., Naoom S.F., Wallace F. Core implementation components. Research on Social Work Practice 2009, 19:531-540. 10.1177/1049731509335549.
7. Single subject research methodology in behavioral sciences 2010, Routledge, New York, NY. D.L. Gast, J.R. Ledford (Eds.).
8. Giebelhaus C.R. The third ear mechanical device: A student teaching supervision alternative. Journal of Teacher Education 1994, 45:365-373. 10.1177/0022487194045005009.
9. Hancock T.B., Kaiser A.P. The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education 2002, 22:39-54. 10.1177/027112140202200104.
10. Hemmeter M.L., Snyder P., Kinder K., Artman K. Impact of performance feedback delivered via electronic mail on preschool teachers' use of descriptive praise. Early Childhood Research Quarterly 2011, 26:96-109. 10.1016/j.ecresq.2010.05.004.
11. Herold P., Ramirez M., Newkirk J. A portable radio communication system for teacher education. Educational Technology 1971, 11:30-32.
12. Horn E., Banerjee R. Understanding curriculum modifications and embedded learning opportunities in the context of supporting all children's success. Language, Speech, and Hearing Services in Schools 2009, 4:406-415. 10.1044/0161-1461(2009/08-0026).
13. Horner R.D., Baer D.M. Multiple probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis 1978, 11:189-196. 10.1901/jaba.1978. 11-189.
14. Horner R.H., Carr E.G., Halle J., McGee G., Odom S., Wolery M. The use of single-subject research to identify to identify evidence-based practice in special education. Exceptional Children 2005, 71:165-179. 10.1177/001440290507100203.
15. Horner R.H., Carr E.G., Strain P.S., Todd A.W., Reed H.K. Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders 2002, 32:423-446. 10.1023/A:1020593922901.
16. Hsieh W., Hemmeter M.L., McCollum J.A., Ostrosky M.M. Using coaching to increase preschool teachers' use of emergent literacy teaching strategies. Early Childhood Research Quarterly 2009, 24:229-247. 10.1177/0271121411431003.
17. Jung L.A., Gomez C., Baird S.M., Keramidas C.G. Designing intervention plans: Bridging the gap between Individualized Education Programs and implementation. Teaching Exceptional Children 2008, 41:26-33. 10.1177/004005990804100103.
18. Kahan D. The effects of a bug-in-the-ear device on intralesson communication between a student teacher and a cooperating teacher. Journal of Teaching in Physical Education 2002, 22:86-104. Retrieved from http://journals.humankinetics.com/jtpe-back-issues/JTPEVolume22Issue1October/TheEffectsofaBugintheEarDeviceinIntralessonCom municationBetweenaStudentTeacherandaCooperatingTeacher.
19. Kaiser A.P., Roberts M.Y. Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. Journal of Speech, Language, and Hearing Research 2013, 56:295-309. 10.1044/1092-4388(2012/11-0231).
20. Kennedy C.H. Single-case designs for educational research 2005, Pearson, Inc., New York, NY.
21. Kratochwill T.R., Hitchcock J., Horner R.H., Levin J.R., Odom S.L., Rindskopf D.M., et al. Single-case designs technical documentation 2010, Retrieved from What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf.
22. Lindell L. Audiocuing teacher clarity skills: The effects on preservice teachers during student teaching experiences 2001, (Doctoral dissertation), Retrieved from ProQuest Dissertations and Theses database (UMI No. 3015763).
23. Lonigan C.J., Shanahan T. Developing early literacy: Report of the National Early Literacy Panel. Executive summary. A scientific synthesis of early literacy development and implications for intervention 2009, National Institute for Literacy, Retrieved from http://lincs.ed.gov/earlychildhood/NELP/NELPreport.html.
24. Macy M. Theory and theory-driven practices of activity-based intervention. Journal of Early Intensive Behavior Intervention 2007, 4:561-585. Retrieved from http://www.baojournal.com/JEIBI/JEIBI-VOL-4/JEIBI-4-3.pdf.
25. Macy M., Squires J.K., Barton E.E. Providing optimal opportunities structuring practicum experiences in early intervention and early childhood special education preservice programs. Topics in Early Childhood Special Education 2009, 28:209-218. 10.1177/0271121408327227.
26. Mancil G.R. Milieu therapy as a communication intervention: A review of the literature related to children with autism spectrum disorder. Education and Training in Developmental Disabilities 2009, 44:105. Retrieved from http://daddcec.org/Publications/ETADDJournal/tabid/70/IssueID/6/Default.aspx.
27. McBride B.J., Schwartz I.S. Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education 2003, 23:5-17. 10.1177/027112140302300102.
28. McLeskey J., Billingsley B.S. How does the quality and stability of the teaching force influence the research-to-practice gap? A perspective on the teacher shortage in special education. Remedial and Special Education 2008, 29:293-305. 10.1177/0741932507312010.
29. Odom S.L., Brantlinger E., Gersten R., Horner R.H., Thompson B., Harris K.R. Research in special education: Scientific methods and evidence-based practices. Exceptional Children 2005, 71:137-148. 10.1177/001440290507100201.
30. Odom S.L., Cox A.W., Brock M.E. Implementation science, professional development, and autism spectrum disorders. Exceptional Children 2013, 79:233-251. 10.1177/001440291307900207.
31. Ostrosky M.M., Mouzourou C., Danner N., Zaghlawan H.Y. Improving teacher practices using microteaching: Planful video recording and constructive feedback. Young Exceptional Children 2013, 12:16-29. 10.1177/1096250612459186.
32. Ottley J.R., Ferron J.M., Hanline M.F. Explaining variance and identifying predictors of children's communication via a multi-level model of single-case design research: Brief report. Developmental Neurorehabilitation 2015, (in press). 10.3109/17518423.2015.1008149.
33. Ottley J.R., Hanline M.F. Bug-in-ear coaching: Impacts on early childhood educators' practices and associations with toddlers' expressive communication. Journal of Early Intervention 2014, 36:90-110. 10.1177/1053815114563614.
34. Ozen A., Ergenekon Y. Activity-based intervention practices in special education. Educational Sciences: Theory and Practice 2011, 11:359-362. Retrieved from http://www.edam.com.tr/kuyeb/pdf/en/eef6a916d709cc33bc118263dd348f3cENTAM.pdf.
35. Parker R.I., Hagan-Burke S., Vannest K. Percentage of all non-overlapping data (PAND) an alternative to PND. The Journal of Special Education 2007, 40:194-204. 10.1177/00224669070400040101.
36. Parker R.I., Vannest K.J., Brown L. The improvement rate difference for single-case research. Exceptional Children 2009, 75:135-150. 10.1177/001440290907500201.
37. Parker R.I., Vannest K.J., Davis J.L. Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification 2011, 35:303-322. 10.1177/0145445511399147.
38. Pretti-Frontczak K.L., Barr D.M., Macy M., Carter A. Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based instruction: An annotated bibliography. Topics in Early Childhood Special Education 2003, 23:29-39. 10.1177/027112140302300104.
39. Pretti-Frontczak K., Bricker D. An activity-based approach to early intervention 2004, Paul H. Brookes, Baltimore, MD.
40. Rakap S., Parlak-Rakap A. Effectiveness of embedded instruction in early childhood special education: A literature review. European Early Childhood Education Research Journal 2011, 19:79-96. 10.1080/1350293X.2011.548946.
41. Rayner K., Foorman B.R., Perfetti C.A., Pesetsky D., Seidenberg M.S. How psychological science informs the teaching of reading. Psychological Science in the Public Interest 2001, 2:31-74. 10.1111/1529-1006.00004.
42. Rimm-Kaufman S.E., Pianta R.C., Cox M.J. Teachers' judgments of success in the transition to kindergarten. Early Childhood Research Quarterly 2000, 15:147-166. 10.1016/S0885-2006(00)00049-1.
43. Rock M., Gregg M., Gable R., Zigmond N., Blanks B., Howard P., et al. Time after time online: An extended study of virtual coaching during distant clinical practice. Journal of Technology And Teacher Education 2012, 20:277-304. Retrieved from http://www.editlib.org/p/38623/.
44. Rock M.L., Gregg M., Thead B.K., Acker S.F., Gable R.A., Zigmond N.P. Can you hear me now? Evaluation of an online wireless technology to provide real time feedback to special education teachers-in-training. Teacher Education and Special Education 2009, 32:64-82. 10.1177/0888406408330872.
45. Rock M.L., Schoenfeld N., Zigmond N., Gable R.A., Gregg M., Ploessl D.M., et al. Can you Skype me now? Developing teachers classroom management practices through virtual coaching. Beyond Behavior 2013, 22:15-23. 10.1177/0741932512450517.
46. Rock M.L., Schumacker R.E., Gregg M., Howard P.W., Gable R.A., Zigmond N. How are they now? Longer term effects of eCoaching through online Bug-In-Ear technology. Teacher Education and Special Education 2014, 37:161-181. 10.1177/0888406414525048.
47. Rogers S.J., Vismara L.A. Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology 2008, 37:8-38. 10.1080/15374410701817808.
48. Sandall S., Schwartz I., Joseph G. A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children 2001, 4:3-9. 10.1177/109625060100400301.
49. Scheeler M.C., Bruno K., Grubb E., Seavey T.L. Generalizing teaching techniques from university to K-12 classrooms: Teaching preservice teachers to use what they learn. Journal of Behavioral Education 2009, 18:189-210. 10.1007/s10864-009-9088-3.
50. Scheeler M.C., Congdon M., Stansbery S. Providing immediate feedback to coteachers through bug-in-ear technology: An effective method of peer coaching in inclusion classrooms. Teacher Education and Special Education 2010, 33:83-96. 10.1177/0888406409357013.
51. Scheeler M.C., Lee D.L. Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education 2002, 11:231-241. 10.1023/A:1021158805714.
52. Scheeler M.C., McAfee J.K., Ruhl K.L., Lee D.L. Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher Education and Special Education 2006, 29:12-25. 10.1177/088840640602900103.
53. Scheeler M.C., McKinnon K., Stout J. Effects of immediate feedback delivered via webcam and Bug-in-Ear technology on preservice teacher performance. Teacher Education and Special Education 2012, 35:77-90. 10.1177/0888406411401919.
54. Scheeler M.C., Ruhl K.L., McAfee J.K. Providing performance feedback to teachers: A review. Teacher Education and Special Education 2004, 27:396-407. 10.1177/088840640402700407.
55. Solomon B.G., Klein S.A., Politylo B.C. The effect of performance feedback on teachers' treatment integrity: A meta-analysis of the single-case literature. School Psychology Review 2012, 41:160-175. Retrieved from http://www.nasponline.org/publications/spr/index.aspx?vol=41&issue=2.
56. Stokes T., Baer D. An implicit technology of generalization. Journal of Applied Behavioral Analysis 1977, 10:349-367. 10.1901/jaba.1977.10-349.
57. Tager-Flusberg H., Rogers S., Cooper J., Landa R., Lord C., Paul R., et al. Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research 2009, 52:643-652. 10.1044/1092-4388(2009/08-0136).
58. Thomson C.L., Holmberg M.C., Baer D.M., Hodges W.L., Moore S.G. An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers. Monographs of the Society for Research in Child Development 1978, 43:1-86. 10.2307/1165863.
59. Van der Mars H. The effects of audio-cueing on selected teaching behaviors of an experienced elementary physical education specialist. Journal of Teaching in Physical Education 1988, 8:64-72. Retrieved from http://journals.humankinetics.com/jtpe-back-issues/JTPEVolume8Issue1October.
60. Wong C., Odom S.L., Hume K., Cox A.W., Fettig A., Kucharczyk S., et al. Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder 2014, The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-based Practice Review Group, Chapel Hill.
61. Woods J.J., Wilcox M.J., Friedman M., Murch T. Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services in Schools 2011, 42:379-392. 10.1044/0161-1461(2011/10-0016).