Education Commons^™

Training Paraprofessionals In The Implementation Of Aided Language Modeling With Individuals With Intellectual Disabilities And Ccn, Julianne Hill

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this research is to train special education paraprofessionals in the implementation of Aided Language Modeling (ALM) through a coaching program. A single-case multiple probe design across three paraprofessional/student dyads was used to analyze data. Coaching procedures included a single 20-minute training workshop with the researcher between baseline and intervention and post-session conversations after each intervention trial. The research took place in a public school in the southeastern United States. The school was located outside of a metropolitan area in a suburban school district. The study took place to answer the following questions: (1) With the implementation of …

Reflecting On Ecse Parent Coaching: Integrating High Leverage Practices 2, 11 And 16 With Parents Of Children Birth Through Age 2, John Muhlenpoh

Dissertations, Theses, and Projects

The purpose of this study was to gather information on Early Intervention (EI) practices and the implementation of the Special Education High Leverage Practices (HLPs) with parents and children ages birth through age two. In the past, EI staff took the lead as they provided a medical model of services where the staff went into the homes of parents and “fixed” problems the child was having, essentially leaving the parent out of the equation (NICHCY, 2022). The programs involved parents, but many of the parents seemed to take a back seat and watch what was going on with their child …

The Effects Of Coaching Provided Via Video-Conferencing To Caregivers Of Children With Asd, Kendra L. Antill

UNLV Theses, Dissertations, Professional Papers, and Capstones

The ability to communicate effectively to others is a pivotal skill necessary to get one’s needs and wants met; however, children with autism spectrum disorder (ASD) often have significant delays in communication skills. Augmentative and alternative communication (AAC) devices provide an alternative means for children with complex communication needs to express their needs and wants. Communication interventions involving AAC have been largely conducted in school and clinical settings, despite young children spending a significant amount of their time at home and in the community. Family involvement plays a critical role in improved outcomes for young children with disabilities. Recent shifts …

Early Intervention Occupational Therapy Program Development Abroad, Hattie Fleming, Karen Park

Spring 2022 Virtual OTD Capstone Symposium

This program aimed to address the disparity in access to early intervention (EI) occupational therapy (OT) services which exists in certain communities abroad. This project worked with The Inspiration Center (TIC) in Belize, a community identified through needs assessment as having limited access to OT services, to expand current programming to include EI OT services, to increase understanding of the role of OT, to advocate for the OT profession within Belize, and to increase access to EI services for families with children with disability and/or developmental delay within the country. An emphasis was placed on caregiver coaching and culturally responsive …

Flexible Facilitation: Coaching And Modelling To Support Inclusive Education, Danielle Lane, Sarah Semon, Nicholas Catania, Khalid M. Abu-Alghayth Phd

The Qualitative Report

The practices of education, such as separate and resource placements, pull-out services, scripted intervention programmes, an emphasis on diagnoses, and behaviorist discipline practices, are not conducive to the goals of inclusive education. This study demonstrates how one instructional coach worked to disrupt traditional special education practices and guide special educators towards the use of more effective research-based instructional strategies and collaborative practices to promote inclusion. Using Robert Stake’s intrinsic case study methodology, we explored the perceived roles of coaching and modelling to promote inclusion through the lens of one coach who modelled methods for the special education teachers in multiple …

Coaching And Training Paraprofessionals To Implement Communication Strategies In The Classroom With Students With Disabilities, Andrea Grace Antoniewicz

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this project was to evaluate the effects of a training and coaching intervention on increasing paraprofessionals use of communication strategies to increase the participation between students with disabilities and paraprofessionals. Students with CCN struggle to interact with peers and communicate appropriately, and therefore need guided instruction by adults. To encourage interactions across contexts, paraprofessionals must first learn how to use communication strategies. This skill also was chosen to extend our knowledge on coaching paraprofessionals to use different communication strategies to promote communication with students with ESN and CCN.

The Effects Of Peer Training And Coaching On The Implementation Of Aided Language Modeling With An Aac User With Extensive Support And Complex Communication Needs, Sara Elizabeth Henderson

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this study was to evaluate the effectiveness of training peers at a middle school in aided language modeling. The peers were trained and then coached as they implemented the strategy during a social break time in the resource classroom when communicating with an AAC user with extensive support and complex communication needs (ESCCN). A multiple probe across participants design was used to evaluate the effects of the peer training and coaching program. The results showed that the implementation of a peer training and coaching program were effective in increasing the frequency of aided language modeling and the …

Comparison Of In-Person And Virtual Coaching Of Preservice Special Education Teachers, Sydney Green

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Traditionally, university supervisors have provided coaching to special education preservice teachers after direct observations of sessions within the classroom. As a result of the COVID-19 pandemic, many public school districts in the United States enforced visitor restriction policies that made face-to-face observations difficult or impossible. When faced with this challenge, university supervisors were forced to consider alternative ways to provide feedback. Many questioned whether virtual coaching was as effective as in-person coaching in increasing teacher behaviors. Presently, there are limited studies that suggest one delivery method is more effective or efficient than the other. This study used a Repeated Acquisition …

As Catholic Schools Become More Diverse, How Should We Prepare New Catholic School Educators For Inclusive Schools? An Analysis Of Research On University And Diocesan Teacher Training, Rebekka J. Jez, Julie C. Cantillon, Lauren H. Ramers, Melissa M. Burgess

Journal of Catholic Education

Educators can improve academic and socio-emotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from a variety of diverse backgrounds and experiences, such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socio-economic challenges. To learn more about this topic a Catholic university and local diocese examined the literature on the impact of Catholic teachers in under-resourced schools, practices for training Catholic educators with skills to meet the needs of all learners, and the structures needed to ensure that diocesan and university supervisors …

Partnerships To Promote Inclusive Education For Students With Disabilities In Thailand, Somkate Uttayotha, Andrew R. Scheef

Journal of Global Education and Research

Inclusive education provides opportunities for students with disabilities to learn alongside peers without disabilities. In some countries, such as Thailand, a dearth of opportunities for inclusive education means that students with disabilities are only offered enrollment in residential schools designed for students with disabilities. As a result, students are forced to leave their home communities to receive a public education. Inclusive education allows students to follow the same path as peers in their community, which benefits all parties. This qualitative pilot study featured interviews with stakeholders to better understand how schools can partner with regional entities to increase opportunities for …

Coaching And Embedding In Early Childhood, Danielle Tagtmeier

Dissertations, Theses, and Projects

Coaching and embedding has become an increasingly popular service delivery model in early childhood and has led to higher developmental outcomes for children and increased caregiver confidence and competence in working with their children with delays or disabilities. Coaching and embedding is an evidence based practice and considered a recommended practice by the Division for Early Childhood of the Council for Exceptional Children as a service delivery model for early intervention. Coaching involves many strategies and can be delivered through a variety of modalities including in-person or virtual services. This project includes a review of literature on coaching and embedding …

Coaching Paraeducators To Accurately Record Student Response Data During Direct Instruction, Paige J. Carter Phd

Theses and Dissertations

Paraeducators serving students with disabilities outnumber special education teachers in the United States (Stewart, 2019; U. S. Department of Education et al., 2018). Paraeducators regularly provide instruction without the benefit of regular and effective training. One of the duties associated with instruction is the collection of instructional data. The purpose of this study was to examine a combination of training and coaching on the accuracy of recording student responses. In addition, a teacher-as-coach model was examined for feasibility with existing time and resources. A multiple baseline across participants design was planned. Special education teachers and paraeducators at a public separate …

The Effects Of Teacher-Delivered E-Coaching On Paraeducators And Students, Annemarie L. Horn, Marcia L. Rock, Andy M. Markelz (Ed.)

Communication Disorders & Special Education Faculty Publications

Paraeducators play a vital role in providing special education services to students with disabilities, yet they often enter the classroom with inadequate training. Using a multiplebaseline across participants research design, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered to paraeducators on their use of behavior specific praise (BSP) while working 1:1 with transition-age students with autism spectrum disorder (ASD). Results showed all paraeducators used optimal rates of BSP during the intervention condition while receiving immediate feedback from the special education teacher (i.e., eCoach). High rates of BSP were sustained over time, and changes in expressive social and communicative …

Perceptions Of Consulting In Inclusive Preschool Classrooms, Natalie E. Forsythe

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Consulting is a method of delivering special education services in inclusive preschool classrooms (consisting of both students with disabilities and typically developing peers) where special education teachers and related service providers (consultants) visit the classroom and support general education preschool teachers (consultees) in implementing special education services and accommodations. This thesis examined the results of a survey gathering perspectives of both consultants and consultees on the definition of the consulting role and factors in building positive consulting relationships. Providers from both groups who responded to this survey defined the consultant role as working with both students and consultees, but primarily …

Demystifying Sensory Processing To Promote Effective Interprofessional And Caregiver Collaboration, Janis Leinfuss, Erin O'Hara

Student Journal of Occupational Therapy

Research shows collaboration and coaching with caregivers and educators positively impacts growth in occupational performance. Better understanding of this additional role that occupational therapy practitioners play; when working with children with sensory processing challenges, is vital to properly advocate for strategies and resources to help them reach their personal trajectory.

This article offers insight into the importance of removing professional jargon to facilitate effective interprofessional collaboration. Specific strategies for making coaching and training sessions for sensory processing content relatable and meaningful to educators and caregivers are also provided.

A Case Study Of The Development Of An Ecoach, Margaret P. Weiss, Kelley S. Regan, Holly D. Glaser

The Journal of Special Education Apprenticeship

Internship is a critical feature of teacher preparation programs and can be one of the most influential experiences for teacher candidates. New technologies, such as eCoaching, demonstrate promising results in providing richer experiences to teacher candidates during internship. eCoaching allows university supervisors to provide real-time feedback on instruction and has proven effective at improving teacher change. However, eCoaching is different from traditional university supervision. In this case study, we describe the evolution of a traditional university supervisor using eCoaching for the first time and the support she needs to be effective. Implications are discussed.

Implementing Evidence-Based Practices Within Multi-Tiered Systems Of Support To Promote Inclusive Secondary Classroom Settings, Michael Mahoney Ph.D.

The Journal of Special Education Apprenticeship

Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently adopting multi- tiered systems of supports (MTSS) such as Positive Behavioral Interventions and Supports and Response to Intervention models (Fuchs & Fuchs, 2006; Sugai & Horner, 2006). However, secondary teachers’ may have limited knowledge of EBPs and adequate training in the implementation of EBPs in general education classroom settings (Kutash, Duchnowski, & Lynn, 2009; …

An Examination Of Co-Teacher's Instructional Practices And Social Validity Following Participation In Professional Development, Jessica Sitton

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Because co-teaching teams often lack the support to continue to implement the evidence-based strategy of co-teaching beyond initial training and coaching sessions, this project studies the affect of training and coaching on teacher implementation and social validity following participation in co-teaching professional development. The Utah State Board of Education – Special Education (USBE-SES), from years 2012-2019, along with the Utah Professional Development Network (UPDN), from years 2014-2019 provided training, support and coaching to secondary co-teaching teams tied to the content areas of secondary mathematics and secondary English language arts (ELA). This project studied the continued use of instructional components specific …

Teaching Evidence-Based Practices To Teachers, Jennifer M. Pena

Special Education ETDs

A convenience sample of 32 teachers (general and special education) and instructional coaches participated in professional development (PD) focused on finding, researching, and implementing evidence-based practices (EBPs) in a charter elementary/middle/high school that uses an inclusive model of special education services. Research questions addressed participants’ understandings and implementation of EBPs prior to and following the PD, as well as their reports about the PD model itself. Results indicated teachers had limited understanding of EBPs and knowledge of resources (i.e., where to find EBPs), and mixed reports of implementation prior to the PD. Throughout the study, participants reported a desire to …

Professional Development As A Means To Increase Teacher Fidelity And Improve Teacher And Student Outcomes, Shari Lynn Booth

Electronic Theses, Projects, and Dissertations

This study was conducted to examine professional development techniques for training special education teachers to implement discrete trial training with in the classroom environment. The purpose of this study was to determine if professional development regarding discrete trail training increases the fidelity with which teachers implement discrete trail training when providing instruction to students with autism spectrum disorder. Specifically, the study noted if professional development that included coaching in the classroom increased the fidelity with which teachers were able to implement discrete trail training. Further, this study examined the correlation between an improvement in the fidelity with which teachers implemented …

Virtual Coaching In Guatemala: Can It Be Effective For Changing Targeted Teacher Behaviors?, Ruby Owiny

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The education system in Guatemala struggles to meet the needs of students with disabilities. There are often not enough trained special educators to meet the demand. In addition, general educators are often not trained to adequately meet diverse needs in their classrooms. Thus, schools are often unable to fully meet the needs of students with disabilities. This study sought to identify a method by which teachers could be virtually trained on a teacher behavior (i.e., specific praise) that could help meet diverse student needs. A multiple probe design across participants was used to determine if virtual training could be effective …

Teachers Adapting Common Core Informational-Text Writing Instruction For Students With Mild To Moderate Disabilities, Diana Hawley

Doctoral Dissertations

With the adoption of the Common Core State Standards, students must now become skilled at using different types of writing to help them critique text and process information. They also are required to write informational text. Informational-text writing is challenging for students with mild to moderate disabilities, including students with language-learning disabilities, who often struggle with aspects of language necessary for learning to read and write. These students show striking challenges with productivity, grammatical and spelling accuracy, and sentence complexity, with differences in performance by genre (Koutsoftas & Gray, 2012; Scott & Windsor, 2000; Troia, Lin, Cohen, & Monroe, 2011). …

Getting More From Social Skills, Christian Sabey, Scott W. Ross

Special Education and Rehabilitation Counseling Faculty Publications

Every teacher has had the experience of teaching a student who exhibits difficult behaviors; the kind of behaviors that make it hard for the teacher to teach and hard for the student to learn. One popular intervention has been to give the student social skills training. Teaching students the social skills they lack is a natural choice for teachers because it is similar to how they teach academic skills. And yet, despite the natural fit, social skills training has not always been an effective intervention. Researchers have studied social skills training at every level of intervention. They have studied it …

Coaching In An Interactive Virtual Reality To Increase Fidelity Of Implementation Of Discrete Trial Teaching, Krista Vince Garland

Electronic Theses and Dissertations

In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, & Smith, 2008). It has been posited that “practicing up” is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine …

Virtual Coaching For Novice Teachers, Marcia L. Rock, Madeleine Gregg, Robert A. Gable, Naomi P. Zigmond

Communication Disorders & Special Education Faculty Publications

Virtual bug-in-the-ear technology presents one tool that allows practitioners and university educators can use to attract, prepare, and retain high-quality teachers. The experience of Project TEEACH based at the University of Alabama suggests that simple technology tools could be used effectively to support teachers through their most challenging instructional situations. Such coaching provides the kind of at-the-elbow support that can be most beneficial to young teachers.

An Exploratory Resource Allocation Model For Implementing Supported Employment Services, Philip S. Hall, John J. Wheeler

John J. Wheeler