Ecoaching across routines to enhance teachers’ use of modeling

Teacher Education and Special Education

Volumn 39, Issue 4, 2016, Pages 227-245

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

^a WEST VIRGINIA UNIVERSITY   (United States)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

Autism; Communication; Professional development; Single case research

Indexed keywords

EID: 85007352642     PISSN: 08884064     EISSN: 19444931     Source Type: Journal    
DOI: 10.1177/0888406415621959     Document Type: Article

References (40)

1. Aldred, C., Green, J., & Adams, C. (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
2. Coogle, C. G., Floyd, K., Hanline, M. F., & Kellner-Hiczewski, J. (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
3. 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
4. Coogle, C. G., Ottley, J. R., & Rahn, N. L. (under review).
5. Buysse, V., Winton, P. J., & Rous, B. (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
6. Carnine, D. (1997). Bridging the research-to-prac-tice gap. Exceptional Children, 63, 513-521. doi:10.1177/001440299706300406
7. 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.
8. 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
9. 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, J., & 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, J., & Levin, J. R. (2014). Single-case permutation and randomization statistical tests: Present status, promising new developments. In T. R. Kratochwill & J. R. Levin (Eds.), Single-case intervention research: Statistical and methodological advances (pp. 153-183).
13. Fuchs, D., Fuchs, L. S., & Burish, P. (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, L., 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, Y., Abbott, M., & Walton, C. (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:10.1177/00224669 030370020401
17. Ingersoll, B., & Dvortcsak, A. (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, B., Dvortcsak, A., Whalen, C., & Sikora, D. (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:10.1177/10883 576050200040301
19. Joyce, B. R., & Showers, B. (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, J., 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, 15124-144. doi:10.1037/a0017736
24. Lieberman-Betz, R. G., Vail, C. O., & Chai, Z(2013). Examining response to intervention using a framework of best practice from early childhood special education. Exceptionality, 2151-67. 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 disorderRural 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 DevelopmenInstitute, The University of North CarolinaRetrieved from http://npdci.fpg.unc.eduresources/articles/NPDCI-ProfessionalDevelo pment-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, 233-251doi:10.1177/001440291307900207
28. Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practicesThe Journal of Special Education, 37, 164-173doi:10.1177/00224669030370030601
29. Ottley, J. R., Coogle, C. G., & Rahn, N. L(2015). The social validity of bug-in-eacoaching: 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, 90-110doi:10.1177/1053815114563614
31. Puliafico, A. C., Comer, J. S., & Albano, A. M(2013). Coaching approach behavior and leading by modeling: Rationale, principles, and 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, M., Gable, R. A., & ZigmondN. 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, M., Thead, B. K., AckerS. 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, N., Zigmond, N., Gable, R. A., Gregg, M., Ploessi, D. M., & Salter, A. (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, K., Grubb, E., & 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, M., & Stansbery, S. (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, K., & Stout, J. (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, P., Hemmeter, M. L., & McLaughlin, T. (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, T., & Baer, D. (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, O. (2011). Single case research: Web based calculators for SCR analysis (Version 1.0) [Web-based applica-tion]. College Station: Texas A&M University. Available from singlecaseresearch.org