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A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice
Abstract
In this comprehensive review, 32 studies were identified in which researchers investigated the effect of real-time performance feedback delivered via technology on interventionist implementation of instructional practices. Studies were evaluated for methodological rigor with quality indicators from the Council for Exceptional Children. Twenty-two single case designs and one group design met all quality indicators. The single case designs were analyzed using visual analysis and given success estimates calculated as a ratio of the number of demonstrated effects to potential demonstrations of effect. Methodologically sound evidence indicates that real-time performance feedback is an evidence-based practice for changing interventionist behavior during intervention sessions. Implications for research and practice are discussed.
... • Facilité des interactions au sein de la cohorte grâce au dispositif L'un des principaux avantages mis de l'avant quand il est question de supervision à distance s'avère la facilitation des interactions permises par le numérique. Cet aspect revient dans neuf textes (Ahmadmehrabi et al., 2021 ;Ahmed et al., 2021 ;Cosh et al., 2022;Jordan et al., 2021;McNabb et al., 2021 ;Nadan et al., 2020 ;Nickles, 2020 ;Petit et al., 2019 ;Sinclair et al., 2020). Selon McNabb et al. (2021), même si certaines personnes apprenantes sont plus motivées par une expérience en face-à-face, les avantages de l'apprentissage asynchrone résident dans son accessibilité accrue. ...
... Selon McNabb et al. (2021), même si certaines personnes apprenantes sont plus motivées par une expérience en face-à-face, les avantages de l'apprentissage asynchrone résident dans son accessibilité accrue. Ainsi, les plateformes utilisées devraient être faciles d'utilisation par les stagiaires et une assistance technique devrait être accessible en cas de problème (Nickles, 2020 ;Sinclair et al., 2020). ...
... • Accessibilité au matériel numérique Ce facteur invite à considérer l'environnement numérique des stagiaires et à réduire les inégalités potentielles inhérentes à l'accessibilité (ou non) aux technologies en contexte de formation. Huit textes (Ahmad, 2020;Ahmadmehrabi et al., 2021 ;Esposito et al., 2022 ;Grumbach et al., 2021 ;Kier et Clark, 2020 ;McNabb et al., 2021 ;Sinclair et al., 2020;Thomas et al., 2021) concernent directement les iniquités en ce qui a trait à l'accès aux équipements techniques et numériques nécessaires pour la tenue d'un stage supervisé à distance. ...
En supervision de stage, l’activité d’accompagnement peut être décrite comme « une éthique en acte » (Paul, 2020, p. 151). Accompagner des stagiaires en formation dans les métiers relationnels constitue un acte complexe dont la principale finalité s’avère le développement de leurs compétences professionnelles. Depuis quelques années, le numérique s’insinue dans la supervision (rencontres et observations à distance, enregistrements audio et vidéo, rétroactions immédiates, etc.), modifiant les dispositifs de formation pratique et médiatisant le langage, ainsi que la relation d’accompagnement. Quelles nouvelles considérations éthiques devraient guider l’acte d’accompagnement à l’aide du numérique lors des stages ? Une recension systématique des écrits ayant pour thèmes la supervision et le numérique dans tous les domaines de formation en enseignement supérieur a été réalisée. De notre analyse, plusieurs constats se dégagent autour d’enjeux éthiques inhérents à la supervision à distance et de facteurs relationnels, psychosociaux et numériques favorisant cette activité d’accompagnement en stage.
... Scheeler (2012) explores how BIE technology has been used to provide high-quality synchronous feedback in classrooms to enhance teaching efficacy. Research spanning the last two decades has demonstrated that BIE coaching is an effective evidencebased practice (Sinclair et al., 2020). CSC augments BIE coaching by enabling the ISM and VL to simultaneously interact with the PST remotely (figure 1) while maintaining a private backchannel, hence the collaborative element. ...
... Scheeler has continued to investigate iCoaching and in her most recent work continues to find benefits in the use of BIE technology and has linked this with an improvement in student academic performance (Randolph et al., 2020). This continued work moves towards addressing a gap in the research regarding learner outcomes with regards to the impacts of BIE feedback on teaching performance (Sinclair et al., 2020). ...
... In all instances the feedback was provided to teachers working in one-on-one scenarios which does not involve the cognitive load and complexity of receiving feedback while in whole class instruction (Benedict et al., 2016), this would be a consideration if the BIE tool was used in a more general classroom setting. Sinclair et al. (2020) reviewed 32 studies where synchronous performance feedback was delivered via technology to impact teaching. Many of the studies were of high methodological quality and qualified synchronous feedback via technology as a valid evidence-based practice. ...
Advancements in technology have enabled a range of approaches to support preservice teacher development. This research suggests using collaborative synchronous coaching (CSC), through Bug-in-Ear (BIE) technology, as a tool to reduce the theory-practice divide by enhancing collaboration between the visiting lecturer, the mentor teacher and the preservice teacher. Three stages of research were conducted to test CSC's effectiveness in providing feedback. The study examined the concept of CSC, protocol and best practices for using CSC, and the tool's potential to establish a collaborative third space in ITE. The findings from field notes, semi-structured interviews and video observations suggest that CSC is a new coaching technique that can provide an alternative way to support collaborative pedagogical development for preservice teachers while strengthening relationships and opportunities for reciprocal learning. Educators using CSC can navigate their identities within the space more transparently, collaboratively, and constructively. The power of synchronous feedback from more than one person reframes the triadic conversation into a new paradigm. Aims, objectives and overview of the research This research addresses the multidimensional and widespread challenge of the theory-practice divide in initial teacher education (ITE). This is explored through two critical elements of ITE, (1) the provision of equitable access to consistently high-quality feedback and timely professional coaching to support preservice teacher development, and (2) the facilitation of the third space (Green et al., 2020) with intentional collaboration and alignment between the ITE provider and the school which the preservice teacher is placed. The ITE-specific challenges of equitable access to high-quality coaching feedback and collaborative partnerships present an opportunity to integrate technology to provide the coaching required via remote video observation tools where an expert practitioner may not be physically available. This study stems from the researcher's dual role in coordinating practicum partnerships and as a visiting lecturer (VL) on a practice-based ITE programme. Experiencing the value of the differing perspectives within the triadic relationships but unable to find an effective or timely way to share knowledge with the triad of VL, preservice teacher (PST) and in-school mentor (ISM). The need to provide expert curriculum and pedagogical advice to trainee teachers in a geographically challenged country was also amplified by COVID-19 and the government's requirement to restrict physical access to schools. A remote tool was required to unite all triad members in challenging times. This research was developed using participatory action research in stages built on the 3-Level Evaluation Framework (Vavoula & Sharples, 2009). Stage one was a pilot study that explored the hypothesis that collaborative synchronous coaching (CSC) will enable intentionally aligned and consistent augmented VL and ISM feedback to support triadic collaboration and bridge the theory-practice divide. Stage two incorporates findings from the literature and a wider scoping review to highlight best practices in the application of CSC and, through social constructivism, explores if user-defined requirements could be met. Stage 3 explores the ability of CSC to enact concepts described in the ITE third space literature in a wider group of triads in a range of schools in New Zealand. CSC is built on the concept of Bug-in-Ear (BIE) coaching. BIE enables a direct and discreet link to the PST. The VL or ISM can communicate in real-time, giving remote virtual feedback via video observation with a BIE device without disrupting the lesson (Horn et al., 2020; Randolph et al., 2020). Scheeler (2012) explores how BIE technology has been used to provide high-quality synchronous feedback in classrooms to enhance teaching efficacy. Research spanning the last two decades has demonstrated that BIE coaching is an effective evidence-based practice (Sinclair et al., 2020). CSC augments BIE coaching by enabling the ISM and VL to simultaneously interact with the PST remotely (figure 1) while maintaining a private backchannel, hence the
... 162). Considered a vital component of effectively coaching and supervising pre-service teachers during clinical experiences, performance feedback (PF) increases the likelihood of learning transfer to the classroom (Kretlow & Bartholomew, 2010;Sinclair et al., 2020). In what follows, we describe relevant literature and offer recommendations for strength-ening EPPs by embedding real-time PF, delivered through eCoaching with bugin-ear (BIE) technology in early, mid, and late clinical experiences. ...
... To date, a series of systematic reviews have been published evaluating the methodological rigor of empirical investigations whereby researchers measure the effects of PF, including PF delivered via onsite or online BIE technology (e.g., Cornelius & Nagro, 2014;Fallon et al., 2015;Sinclair et al., 2020;Solomon et al., 2012). Solomon et al. (2012) conducted a meta-analysis of single-case literature on PF, hypothesizing that immediate PF would be more effective in shaping teacher behavior compared to delayed feedback. ...
... (CEC, 2014). Their findings confirmed immediate technology-delivered PF is indeed an EBP for improving instruction (Sinclair et al., 2020). ...
Federal mandates (e.g., Every Student Succeeds Act [ESSA], 2015) require special educators to use evidence-based practices (EBP) when working with K-12 students. However, for this expectation to become a reality, teacher educators must make changes in educator preparation program (EPP) curriculum, policy, coursework, and clinical experiences (Kolb et al., 2018). The need for changesin EPP clinical experiences has been underscored by the Council for Exceptional Children’s (CEC’s) shift from knowledge to practice-based standards for special educators (CEC, 2020). Real-time performance feedback (PF) delivered via online bug-in-ear (BIE) technology is an EBP (Sinclair, 2020) for coaching and supervising during early, mid, and late clinical experiences. In this article,we offer a rationale for making widespread, digital-age changes to coaching and supervising, through online BIE; provide an overview of relevant research; and offer guidance and recommendations for successful online BIE integration during EPP clinical experiences.
... In fact, Korner and Brown (1952) first used this technique (i.e., the mechanical third ear) in clinical psychology more than 70 years ago. Advances in technology over the years have led to increased applications, including educational settings (Rock et al., 2009;Scheeler et al., 2004), with performance feedback and bug-in-ear coaching identified as evidence-based practices (EBP) in teacher preparation (Sinclair et al., 2020). Multiple models have emerged to support teacher acquisition of EBPs with practical implementation supports. ...
... Equally important is the quality and effectiveness of the PD offered. Unlike frequently used didactic-based PD (i.e., sit and get information), eCoaching with online BIE technology is an evidence-based approach that has been shown to result in classroom-based change Sinclair et al., 2020). ...
Rural schools face unique challenges providing high-quality professional development opportunities due to barriers such as geographic isolation and limited resources. This article provides information on three coaching models, eCoaching, iCoaching, and teacher dyad coaching. Each model has the potential to leverage technology to ameliorate challenges faced by rural schools. eCoaching, a personalized approach using online platforms, allows for tailored professional development, accommodating the distinct needs of educators in remote settings. Similarly, iCoaching, facilitated by a coach using interactive technology, fosters real-time coaching, collaboration, and feedback, empowering teachers in geographically isolated areas. Teacher dyad coaching promotes peer learning and support, enhancing professional growth through co-planning and co-teaching sessions. Coaching using technology addresses potential challenges and offers strategies to overcome potential barriers, ensuring the effective implementation of these coaching approaches. By highlighting the advantages of eCoaching, iCoaching, and teacher dyad coaching, this article serves as a guide for educators to implement technology-enabled coaching methods and underscores the importance of innovative approaches in bridging the professional development to implementation gap while fostering enhanced teaching practices in rural educational settings.
... Findings from the foundational Rock et al. (2009) investigation and other online BIE studies that followed (e.g., Coogle et al., 2020;Horn et al. 2023;Rock et al., 2012;Rosenberg et al., 2020;) validate the effects using online BIE to improve instructional practice. In a systematic review of the research that included gray literature, Sinclair et al. (2020) confirmed using technology (i.e., BIE) to deliver immediate feedback (i.e., feedback occurs within 3s of the target behavior) is an EBP for improving instruction. ...
... Delayed feedback, which has been given inperson or through technology-enabled means (e.g., video recording or video conferencing followed by email or phone call) within 24 hours of the observation (Scheeler et al., 2018), has been used widely in the field of special education, including teaching students with autism (Ruble et al., 2013). Additionally, eCoaching, an EBP in teacher education (Sinclair et al., 2020), facilitates immediate feedback delivered via BIE technology, and a growing body of research validates the use when teaching students with autism (e.g., Coogle et al., 2019;Coogle et al., 2020;Horn et al., 2020;Horn et al., 2023). Finally, another empirically supported coaching method, selfcoaching (Simonsen et al., 2013), yields positive outcomes when supporting students with autism, though researchers recommend skill selection to fall within the repertoire of the implementer (Layden, Crowson, et al., 2022;Layden, Horn, et al., 2022). ...
To maximize instruction and learning outcomes, it is essential that educators and family members who support individuals with autism have adequate training and support required to implement evidence-based practices (EBPs) with fidelity. Research shows various coaching methods, including self-coaching and classroom-based feedback, yield positive outcomes in terms of increasing practical application and sustained use of EBPs. With the growing prevalence of autism, it is essential to find effective coaching methods that can be utilized equitably across geographic locations and learning environments. Fortunately, technology affords educators and others the opportunity to receive quality coaching and feedback without facing traditional barriers (e.g., travel, financial). This article presents three viable methods for increasing practical application of EBPs with fidelity when working with individuals with autism. Accordingly, we describe self-coaching, technology-enabled delayed feedback, as well as providing immediate feedback via eCoaching with Bug-in-Ear (BIE) technology. Implications for research and practice specific to supporting individuals with autism are provided.
... Extant literature contains several studies reviewing empirical research focused on the impact of performance feedback delivered within the framework of coaching or supervising on special education pre-or in-service teachers' implementation of effective instructional practices. Findings of these reviews regarding preservice teachers show that (a) supervision via videoconferencing and audio-cued coaching can enhance field-based learning opportunities (Billingsley & Scheuermann, 2014), (b) small-group initial training followed by coaching that involves observation, feedback and modeling can improve preservice teachers' accurate implementation of EBPs (Kretlow & Bartholomew, 2010), and (c) immediate, real-time performance feedback delivered in-person or via technology (e.g., bug-in-ear) has a strong evidence base for increasing practitioners' frequent and accurate use of instructional practices (Cornelius & Nagro, 2014;Rakap, 2019;Schaefer & Ottley, 2018;Schles & Robertson, 2019;Sinclair et al., 2020). Two of these reviews (Cornelius & Nagro, 2014;Sinclair et al., 2020) concluded that performance feedback is an EBP when used to increase preservice teachers' frequent and accurate use of evidence-based or effective instructional practices. ...
... Findings of these reviews regarding preservice teachers show that (a) supervision via videoconferencing and audio-cued coaching can enhance field-based learning opportunities (Billingsley & Scheuermann, 2014), (b) small-group initial training followed by coaching that involves observation, feedback and modeling can improve preservice teachers' accurate implementation of EBPs (Kretlow & Bartholomew, 2010), and (c) immediate, real-time performance feedback delivered in-person or via technology (e.g., bug-in-ear) has a strong evidence base for increasing practitioners' frequent and accurate use of instructional practices (Cornelius & Nagro, 2014;Rakap, 2019;Schaefer & Ottley, 2018;Schles & Robertson, 2019;Sinclair et al., 2020). Two of these reviews (Cornelius & Nagro, 2014;Sinclair et al., 2020) concluded that performance feedback is an EBP when used to increase preservice teachers' frequent and accurate use of evidence-based or effective instructional practices. ...
Three-term contingency trials (TCTs) involve planned/naturally occurring antecedents, child’s demonstration of
target behaviors, and planned/naturally occurring consequences. Positive relationships between teachers’
frequent use of TCTs and children’s learning were noted in literature. This study aimed to investigate impact of
an intervention package including training and coaching with performance feedback on experienced and novice
special education preservice teachers’ use of TCTs and relationship between teachers’ implementation and child
outcomes through two single-case experiments using multiple baseline across participants design. Three special
education preservice teachers and three children with disabilities participated in each study. Results indicated
intervention package was effective in increasing preservice teachers’ use of TCTs. Preservice teachers generalized
their use and sustained it during maintenance sessions conducted after intervention ended. Furthermore, as
frequency and accuracy of preservice teachers’ implementation increased, percentage of children’s correct responses
in relation to target skills improved. Implications for future practice and research are discussed.
... Technology can also support teachers in setting goals, monitoring their progress, and evaluating the outcomes of their teaching strategies. The study by Sinclair et al. (2020) demonstrated that real-time feedback facilitated by technology can lead to improvements in instructional practice. The dynamic nature of digital technology encourages teachers to continuously update their skills and knowledge which is a core component of metacognitive strategies. ...
... In early childhood education, various types of modalities can be incorporated to deliver performance feedback. For example, direct observation and feedback (Rakap, 2017), real-time feedback via technology (Sinclair et al., 2020), and email feedback (Barton et al., 2018) are all successful ways to provide feedback in preschool and early childhood settings. Text messaging can also be used to deliver performance feedback, thus providing a time-efficient way to deliver immediate feedback and maintain a useful permanent record of a trainee's progress and performance (Barton et al., 2019). ...
In early childhood education, implementing evidence-based practices (EBPs) is crucial for enhancing children's developmental outcomes. While educator preparation program coursework often covers the content knowledge of EBPs, the application of this knowledge in fieldwork settings is limited. This results in infrequent implementation of EBPs in early childhood settings, highlighting the need for better strategies. One effective way to promote educators' implementation of EBPs is integrating the behavioral skills training (BST) model during fieldwork experiences. Incorporating BST into early childhood educator preparation programs can foster strong collaborative partnerships among team members, facilitating the identification and intentional use of EBPs to support individual children's learning and development. We describe this new collaborative partnership model in fieldwork experiences to demonstrate how preservice educators, in-service educators, and teacher educators play pivotal roles in influencing each other's performance. This collaborative effort aims to promote the implementation of EBPs that lead to the children's improved developmental outcomes.
... The VL guided the use of the tool, and without this technical expertise, it may be challenging to implement in broader contexts with reliable results. Sinclair et al. (2020) also encountered similar challenges with implementation fidelity at a school level when using BIE feedback. ...
Research highlights the third space as a theory to enhance the practicum experience. This study explores how Collaborative Synchronous Coaching (CSC) can enable concepts found in the literature regarding the third space and initial teacher education (ITE). It used critical participatory action research to develop CSC and guide data collection. Semi-structured interviews were conducted with four triads, indicating that CSC is a new and practical andragogical technique to enable concepts of the third space in ITE. Pre and post-intervention surveys supported this conclusion. Authentic collaboration is facilitated, relationships de-hierarchized, and greater accountability encouraged, providing effective preparation of beginning teachers. A recommendation is to build a foundation of relational trust before implementing CSC. ARTICLE HISTORY
... During our initial search, we also retained any PF review that included PF on teacher behaviors. This yielded seven reviews (Barton et al., 2020;Cavanaugh, 2013;Ennis et al., 2020;Schaefer & Ottley, 2018;Scheeler et al., 2004;Sinclair et al., 2020;Sweigart et al., 2016). We searched each reviews' reference list for titles for possible inclusion. ...
... Providing immediate feedback through BIE is an evidence-based practice (EBP) in teacher preparation (Sinclair et al., 2020) and holds promise for improving workplace supports for transition-age youth with disabilities (Bennett et al., 2013b;Gilson & Carter, 2016). For example, Horn et al. (2020) used eCoaching with BIE to increase practical application of EBPs in community settings when teaching job skills to transition-age students with ASD. ...
Many individuals with autism spectrum disorder (ASD) are inequitably unemployed due to challenges associated with the social and communication demands of the traditional job interview process. Using a single-case multiple-baseline design replicated across participants, we evaluated the effects of eCoaching with online bug-in-ear (BIE) technology on responses to job interview questions in transition-age students with ASD. Results demonstrated a functional relation between the intervention and target behavior, and the acquired interview skills were maintained up to 6 weeks post-intervention. Social validity findings indicated all participants enjoyed receiving feedback through online BIE while participating in live-streamed mock job interviews and would recommend this intervention to others. This study extends the limited literature on promoting employment opportunities for job-seeking individuals with ASD.
... Researchers have continued to experimentally evaluate the effectiveness of performance feedback on improvements in treatment fidelity including more novel technology-based variants, such as bug-in-ear technology (e.g., Owens et al., 2020). In a more recent review, Sinclair et al. (2020) found that performance feedback provided during intervention sessions via technology is also an evidence-based practice per Council for Exceptional Children (CEC) quality indicators. Stormont et al. (2015) summarized research that targeted ongoing coaching (i.e., one-on-one support following initial professional development) to increase teachers' use of social-behavioral interventions. ...
The success of teachers is tied to their effectiveness in managing student behavior. In this meta-analysis, we identified 49 single-case-design studies that evaluated the effectiveness of teacher training on their implementation of behavioral support strategies. Training was most often provided in a one-on-one format ( n = 18) and included ongoing coaching ( n = 20). Thirty-three of the 49 designs met What Works Clearinghouse standards with or without reservations. The overall between-case standardized mean difference effect size was d = 1.50. We analyzed and grouped teacher- and student-level outcomes as a result of training into five domains: (a) teacher-delivered praise ( d = 1.94), (b) teacher desirable behavior (e.g., treatment fidelity; d = 1.22), (c) teacher undesirable behavior (e.g., reprimands; d = 0.87), (d) student desirable behavior ( d = 1.88), and (e) student undesirable behavior ( d = 1.22). Across all studies, the combined nonoverlap of all pairs scores ranged from 0.37 to 1.0 ( M = 0.866). We discuss future areas of research as well as implications for teacher training in behavioral support implementation.
... The results of several empirical research studies on the use of eCoaching during special education teacher preparation demonstrate an increase in practical application of target instructional and behavioral practices with high fidelity (Nagro et al., 2022;Rock et al., 2009Rock et al., , 2012Rock et al., , 2014Scheeler, McKinnon, & Stout, 2012;Sinclair, Gesel, LeJeune, & Lemons, 2020). Further, providing immediate feedback through eCoaching has been shown empirically to increase practical application and sustained use of behavioral practices, including BSP (e.g., Randolph, Chubb, Hott, & Cruz-Torres, 2021) and opportunities to respond ([OTR]; Randolph et al., 2020). ...
Engaging in deliberate practice opportunities during special education teacher preparation may increase the implementation and
sustainability of evidence-based practices with fidelity in K-12 classrooms. We used a concurrent multiple baseline design across
participants to evaluate the effects of providing immediate feedback through eCoaching with online Bug-In-Ear (BIE) technology
on special education teacher candidates’ acquisition and sustained use of behavior specific praise (BSP) during Mursion�
classroom simulations. We also measured equitable praise rates and used the Behavior Specific Praise Observational Tool (BSPOT)
to evaluate teacher candidates’ praise variety. Results showed a functional relation between the intervention and teacher
candidates’ use of BSP. Maintenance, equity, and praise variety data indicated promising social validity findings.
... The strategies implemented through BIE and the impacts for teachers and learners are also investigated. While there have been literature reviews with BIE as a focus they have been within the context of medicine (Gallant and Thyer, 1989;Tropea et al., 2019) or special education (Sinclair et al., 2020). Literature reviews in wider educational contexts have only mentioned BIE as a strategy (Kretlow and Bartholomew, 2010;Nesje and Lejonberg, 2022) rather than situating it as the main focal point. ...
Purpose
This scoping review discusses how bug-in-ear (BIE) technology has been used to coach teachers and pre-service teachers in special education, general education and initial teacher education (ITE). The purpose of the review is to identify the range of practices in implementing BIE technology and the potential impacts on teachers, learners, coaches and professional learning and development (PLD) providers.
Design/methodology/approach
The PRISMA framework guided the structure of the scoping review. Four leading educational database searches informed initial results. Peer review ensured that inclusion and exclusion requirements were rigorously followed. Two screenings, a hand search and snowballing found 20 relevant studies for review.
Findings
BIE coaching is a cost-effective approach to support the development of teachers and pre-service teachers, with the potential to improve learner outcomes. Delivering coaching remotely yields the widest range of benefits for PLD providers. Technology issues persist; therefore, simple approaches work most effectively. There are opportunities to explore coaching attributes required for BIE coaching and how BIE feedback can differ from in-person feedback.
Practical implications
PLD should be based on available resources; however, it is possible to train participants to use BIE in a short amount of time. Pre-determined prompts should be co-constructed between the coach and the teacher. Prompts should be delivered within 3–5 s of the teaching behaviour and consist of positive, corrective, questioning and goal-orientated statements.
Originality/value
This is the first evidence-based review of BIE coaching that highlights effective practices in special education, general education and ITE. This review also explores how BIE coaching is used with teachers, which has not been covered in detail.
... This paper presented the current practices of preparing preservice teachers within field experiences in TTPs in Israel and discussed the limitations in the quality of training, coaching, and support for preservice teachers during field experiences. If TTPs seek to improve the quality of training and coaching and enhance preservice teachers' capacity in implementing EBPs in their teaching contexts, they should explore supplementing their current practices with technology-based activities (Israel et al., 2012;Sinclair et al., 2019). The technology-based methods recommended in this paper are online self-paced, self-directed training modules, on EBPs, remote observations via technology, technology-based supportive and corrective performance feedback, and online CoPs. ...
Education initiatives emphasize the need to use evidence-based practices (EBPs) in general and special education classrooms. To ensure effective teaching it is essential that teachers gain knowledge of EBPs and implement these practices with fidelity. Ongoing changes in teacher training programs (TTPs) such as the reduction in field experience hours and the impact of COVID-19 require exploring new models to support and supplement preservice learning of EBPs. This paper discusses how technologies such as online training modules and coaching can support the training of preservice teachers, and specifically looking, as an example, at the practices in the state of Israel.
L'articolo illustra l'allestimento dell'ecosistema formativo digitale di un corso di formazione per docenti, tramite l'utilizzo di applicazioni volte a stimolare, rilevare e raccogliere i feedback. L'analisi delle risposte ottenute tramite le applicazioni Mentimeter, Padlet e Google Form ha consentito di evidenziare l'efficacia della progettazione e la trasformazione del pensiero degli insegnanti sull'argomento del corso.
This survey study examined 164 in-service special education teachers’ perceptions of training strategies in their cross categorical teacher preparation program in the United Sates for developing knowledge and skills in systematic instruction, an evidence-based practice for students with extensive support needs. Both classroom-based and field-based training strategies were evaluated along with teachers’ perceptions of the contribution and importance of the various training strategies. Results from Chi-square tests, Pearson correlations, multivariate analysis of covariance, and repeated measures of analysis of covariance indicated that teachers felt prepared to implement systematic instruction after exiting their program and after teaching students with disabilities, and the perceived effectiveness of training strategies was related to teacher experience. Teachers perceived modeling and receiving performance feedback in both university classrooms and field-based settings to contribute to their knowledge and skill development in systematic instruction. We present the results in terms of implications for practice and future research.
High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with Autism Spectrum Disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.
The aim of this teaching tip is to share four key takeaways from virtual implementation of a reading intervention in a four‐week summer reading camp (SRC) for rising second‐ and third‐grade students in need of foundational skills support. The SRC, which was a partnership between a university and school district, pivoted to a virtual format for summer 2020 as a result of the COVID‐19 global pandemic. Through information collected during SRC observations and a series of semistructured focus group interviews with SRC teachers, staff, and participating families, the authors found: (a) connecting with families is fundamental, (b) creating a positive virtual learning space is essential, (c) methods and materials for virtual learning matter, and (d) the learning curve for virtual teaching needs ongoing support. Details and ideas are shared for each takeaway with the goal of supporting educators with virtual implementation of reading intervention.
Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.
A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers’ use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children’s expressive communication and responses to preservice teachers’ practice. Results suggest delayed performance-based feedback improved preservice teachers’ practice, which was further enhanced when immediate feedback was used. Positive outcomes were observed across children for both their responses and overall expressive communication.
A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers’ use of two targeted naturalistic communication strategies and focus children’s responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers’ use of communication strategies and the appropriate responses of children with communication difficulties. Moreover, novice teachers reported that bug-in-ear eCoaching was a socially valid intervention.
There is a tradition of coaching in many fields that prepares and improves performance among professionals. Coaching practices evolved over time, with several technological applications developed to improve the coaching process. An application gaining attention as an evidence-based practice is the use of wireless communication systems in which coaching statements are delivered to individuals while they engage in work. In education this has been called Bug-in-Ear coaching or Covert Audio Coaching, and has demonstrated its efficacy as a coaching intervention with teachers, families, and individuals with developmental disabilities. In this chapter the evolution of coaching across disciplines is summarized and specific applications that hold promise as an evidence-based practice for the professional development and preparation of teachers are described. This chapter summarizes 22 studies which support covert coaching as an evidence-based practice. Covert coaching enables immediate feedback without interrupting the participants, and provides opportunities for immediate error correction.
Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case-design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple-baseline or multiple-probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism spectrum disorder as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean d-Hedges-Pustejovky Shadish effect size was d = 2.48. Behavioral-skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback.
Earbud technology has been used in teacher education to strategically increase learning outcomes and appropriate decision-making of pre-service teachers (PST) for over 60 years (Ottley & Hanline, 2014). Research on the integration of wireless communication in physical education teacher education (PETE) programs is limited, however needed to prepare PST for effective teaching. The purpose of this study was to examine the influence of instructor and peer cues via Bug-In-Ear (BIE) technology on PST delivery of feedback and movement. Participants (n=16) in an introductory methods course taught 12 lessons to K-2nd grade children during a practical course experience while receiving a condition: instructor verbal cueing, peer verbal cueing, or control with no verbal cueing. Data collection included videotaping and coding lessons for performance feedback (PFB) and sector changes (SC) and individual interviews. Based on the occurrence of cues per minute, results found significance with PFB offered more frequently with instructor cues (F 2, 33 = 8.5, p= 0.001). Sector changes increased in the instructor and peer cueing conditions, but differences were not significant. Interview data revealed four major themes: (1) PST focused more on teaching when using BIE technology; (2) using BIE was sometimes distracting; (3) suggestions for improved implementation; and (4) differences in peer and instructor verbal cueing. Results support the beneficial integration of BIE technology into teaching methods within a PETE program.
As an initial step toward improving the outcomes of learners with disabilities, special educators have formulated guidelines for identifying evidence-based practices. We describe the Council of Exceptional Children’s new set of standards for identifying evidence-based practices in special education and how they (a) were systematically vetted by expert special education researchers through a Delphi study, (b) demonstrated adequate inter-rater reliability in a pilot study, (c) delineate specific criteria in many areas and provide flexibility to tailor other criteria, (d) provide an integrated set of standards for classifying the evidence base of practices based on findings from both group comparison and single-subject studies, and (e) can be applied by independent special education researchers. We conclude by noting limitations to the standards, briefly comparing these new standards with other evidence-based practice standards, and providing recommendations for future research and for refining the standards.
Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators' treatment fidelity, is an evidence-based practice. The purpose of this review was to evaluate the current research on performance feedback as a strategy to promote the implementation of school-based practices. Studies were evaluated according to What Works Clearinghouse (WWC; Kratochwill et al., 2010) technical guidelines for single-case design, utilizing both the design and evidence standards to determine whether studies provided sufficient evidence for the effectiveness of performance feedback. Results indicate that performance feedback can be termed an evidence-based intervention based on criteria set by the WWC. Implications for future research are described.
Evidence-based practices (EBPs) are instructional techniques that meet prescribed criteria related to the research design, quality, quantity, and effect size of supporting research, which have the potential to help bridge the research-to-practice gap and improve student outcomes. In this article, the authors (a) discuss the importance of clear understanding and communication regarding EBPs and what works in special education; (b) define EBPs and discuss how they are identified; (c) differentiate the term EBP from related terms such as research-based, best, and recommended practices; (d) consider the purview of EBPs; and (e) present relevant caveats related to EBPs. The authors conclude by providing recommendations to facilitate special educators' clear and effectual thinking and communication about EBPs.
University faculty and supervisors dedicated to the preparation of future teachers are facing more challenges than ever before in doing more with less. This includes supervising more preservice teachers in more schools, spread out over a wide geographic area. Feedback is essential to learning, and recent research suggests that the most effective feedback is immediate rather than delayed. New advances in technology may make the job of supervision more efficient and when used to provide immediate feedback, more effective as well. Research was conducted to evaluate the effects of using webcams and Bluetooth™ technology to deliver immediate feedback to special education preservice teachers in practicum placements from remote locations. Results suggest that immediate feedback provided via this technology was effective in increasing the targeted technique in all five preservice teachers who participated in the study. Each participant rated the intervention as acceptable. Implications for classroom application are discussed.
The federal mandate for use of evidence-based practice in schools focuses attention on the frequently discussed research-to-practice gap in education. The current study examined the frequency with which evidence-based practices are engaged in the education of pupils with disabilities. In sum, 174 special education teachers and 333 school psychologists completed a 12-item survey in which they rated the frequency of various practices used in special education. Respondents reported that direct instruction is the most frequently used instructional methodology and that perceptual-motor training is the least frequent. However, some practices with little empirical support (e.g., modality instruction) are reportedly used with some frequency, and special education teachers reported using ineffective approaches (social skills training) as frequently as they did those approaches with a strong research base (applied behavior analysis). Thus, these data present some reason for optimism, although special education does not appear to be immune to a research-to-practice gap.
Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using “bug-in-ear” technology to coach them to deliver effective instructional interactions: “learn units.” Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic “bugs.” For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers.
In this study, the authors examine whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom practices. Participants include 15 teachers enrolled in a field-based graduate special education teacher preparation program. Data include video-recorded teacher observations and written reflections by teachers about their experiences. Quantitative results indicate that the advanced online bug-in-ear technology is a practical and efficient way to provide immediate feedback to increase teachers' rate of praise statements and their use of proven effective instructional practices and that these improvements are accompanied by increases in students' on-task behavior. Overall, trainees view the advanced online technology as a powerful tool for improving the teaching and learning process but report the need for patience and perseverance in both the teachers and the supervisor, as well as teachers' need for constant reassurance. (Contains 3 tables.)
This study evaluated the effects of a teacher prompting procedure to increase teacher behavior specific praise (BSP) using an Apple Watch. Participants included three Head Start general education teachers. An ABAB design across participants was used to examine the effects of Smart Watch‐based prompts on teachers' praise rate. The study consisted of four phases: (a) baseline, (b) teacher praise training and intervention, (c) withdrawal from intervention, and (d) reimplementation of intervention. Implementation of the intervention was associated with increases in both BSP and general praise for all participating teachers. Although averages did not meet the criterion set by the researcher of one statement per minute, these findings suggest a functional relation between implementation of the procedure and increases in teacher praise.
Research Findings: Bug-in-ear coaching implemented under highly controlled situations has a promising research base. Yet few researchers have examined its effects when implemented within less controlled environments using authentic professional development conditions. The purpose of this study was to examine the implementation and effects of bug-in-ear coaching when staff from a community organization served as community coaches for early childhood educators. We found that community coaches implemented bug-in-ear methods, but additional supports may be necessary to increase the intensity and quality of feedback provided. Effects of the intervention were observed for 1 of the 6 targeted outcomes for educators. However, effects did not translate to children’s communication outcomes. Practice or Policy: Bug-in-ear coaching is 1 method of providing early childhood educators with performance-based feedback. One benefit is that while community coaches observe educators live, they provide feedback that educators can immediately use to improve practice. However, bug-in-ear coaching poses challenges with respect to reviewing goals and reflecting on one’s performance. Community coaches and educators should systematically plan for reflection so that educators can create new implementation goals to improve their practice. Changing educator practice is a complex endeavor, but bug-in-ear coaching is a promising tool for doing so in a supportive manner.
Successful text comprehension is a complex task, requiring a variety of cognitive skills and processes that support students in making inferences, integrating information across sentences in text, monitoring understanding, and gaining knowledge about text structure. For students with significant intellectual disability (SID), text comprehension is a difficult skill to acquire because it is often associated with overall language ability. In this study, we used a multiple baseline across participants design to investigate the effects of an online module plus eCoaching on special education teachers’ (SETs) use of the CROWD (Completion, Recall, Open-ended, WH, Distancing; Whitehurst et al., 2004) in the CAR (Comment, Ask, Respond; Cole et al., 2002) text comprehension strategy during literacy instruction, and the impact on students with SID listening comprehension and engagement. Results confirmed the online module plus eCoaching was effective in increasing special education teachers’ knowledge and use of the CROWD in the CAR comprehension strategy, improving students’ listening comprehension, and maintaining high levels of student engagement.
Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedback) can impact the effectiveness. One method of enhancing the effects of feedback may be immediate feedback delivered through bug-in-ear technology. This review identified 17 intervention studies that examined the use of immediate feedback via bug-in-ear with preservice and in-service practitioners. We evaluated these studies using What Works Clearinghouse quality standards and determined that immediate feedback with bug-in-ear technology has a strong evidence base for increasing frequency and accuracy of teaching behaviors of practitioners in a variety of classroom settings. This review discusses findings on that evidence base as well as findings on feasibility and acceptability of this intervention. We also discuss limitations of current research and potential directions for future research on this method.
Despite a rich body of empirical evidence that supports the use of teacher praise to improve student outcomes, it continues to be underused in practice. One method of ameliorating this problem is the use of performance feedback. Although some studies have indicated that the use of performance feedback is an effective approach for increasing teachers’ use of praise, the quality of the literature base has yet to be examined. The purpose of this study was to examine the current literature base related to the use of performance feedback to increase teachers’ use of praise to determine whether it could be classified as an evidence-based practice. A systematic review of the literature was conducted, and each study was evaluated using the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education (i.e., quality indicators). Fourteen single-case studies were reviewed for methodological rigor across 21 quality indicators. Results indicated that performance feedback is a promising practice to increase teachers’ use of praise; however, not enough studies met quality standards to classify the practice as evidence-based. Future research should focus on conducting studies that meet the standards set forth by the CEC to build empirical support for the use of performance feedback as a method for increasing teachers’ use of praise.
In today’s autistic-support classrooms, paraeducators are tasked with working with our neediest students yet report that they are unprepared for their roles despite attempts at training. The special education teachers who are tasked with coaching and supervising several paraeducators at a time in their classrooms report that they too are unprepared to work with paraeducators in this capacity. In this study, the authors examine the effects of the special education teacher providing immediate feedback via bug-in-ear to the paraeducator on increasing a specific teaching behavior, providing contingent specific praise. Two special education teachers and four paraeducators working in two separate autistic-support classrooms participated in the multiple-baseline across participants study. When immediate feedback from the teacher was introduced in the intervention condition, percentage of occurrences of contingent specific praise increased for all paraeducators and continued at high levels even when the intervention was faded. Rate of occurrences also increased. In addition, the special education teachers and paraeducators all rated the intervention as a beneficial technique they liked using and found motivating and helpful. Implications for classroom use are discussed.
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.
The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies.
We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers’ use
of communication strategies, the teachers’ maintenance of strategies post intervention, and the social validity of the
intervention. Four early childhood co-teacher dyads participated in the single-case design study. Data were analyzed
through visual analysis and masked visual analysis. Results indicate that three of the four teacher dyads increased the
frequency with which they used the strategies, with one dyad sustaining their use of targeted strategies post intervention.
All teachers perceived that the intervention had positive effects on their children and indicated that bug-in-ear peer
coaching was an acceptable form of professional development. Nonetheless, implications for research and practice are
discussed to ensure that performance-based feedback is as meaningful as possible.
Although researchers have identified a number of instructional strategies as evidence-based, teachers often do not employ these practices sufficiently, perpetuating a research-to-practice gap. Traditional professional development is often insufficient to change teacher practice, resulting in a need for specific, supplemental interventions. Performance feedback is one such method that has a growing evidence base. However, while feedback has been demonstrated to be most effective when delivered immediately, performance feedback is often provided to teachers on a deferred schedule (e.g., the next day). In this preliminary investigation with one middle school mathematics teacher, we used a withdrawal design to evaluate a method for delivering visual performance feedback (VPF) in real-time using commonly available technology. Results demonstrated that the teacher’s overall frequency of positive feedback increased following VPF delivery, with positive collateral effects on student behavior. Findings suggest the intervention warrants further study; implications for practice and future research are discussed.
Many early childhood educators struggle to meet the communication needs of children with delays and disabilities. The purpose of this study was to examine the functional relation between bug-in-ear coaching and the frequency of educators’ correct use of targeted communication strategies, as well as associations with children’s expressive communication. Four multiple-baseline single-case intervention design experiments were completed. Dependent variables were educators’ use of communication strategies and the expressive communication of children with delays or disabilities. Bug-in-ear improved educators’ implementation of at least one communication strategy for each educator. Effect sizes were large for three educators and moderate for one. Each behavior successfully implemented during intervention was maintained at moderate levels or better, while behaviors implemented with greater variability during intervention were not maintained. Associations with children’s expressive communication were questionable/small during both intervention and maintenance. Outcomes suggest that bug-in-ear is a socially valid practice that shows promise of effectiveness in inclusive early childhood environments. Implications and future directions are provided.
This study tested the effects of the direct behavioral consultation in situ training procedure for increasing Head Start teachers’ praise during an after-school program. Participants included four Head Start teachers in one Head Start center. A multiple baseline design across teachers was employed to test the effects of in situ training on teachers’ praise rate. Maintenance of the training procedure was evaluated 1 week following termination of training and again at 1-month follow-up. Results indicated that all teachers delivered praise below the expected rate (i.e., 1 praise statement per minute) during baseline, and in situ training resulted in an immediate and substantial increase in praise for all four teachers. Three of four teachers maintained increased praise during the maintenance phase and again at 1-month follow-up. One teacher’s praise decelerated during maintenance, and that teacher received additional in situ training. However, for that teacher, praise rate again decelerated following the second in situ training phase, and additional consultation procedures were necessary for increasing praise rate. Results are discussed in terms of the consultation research and applied practice.
Performance feedback (PF) has become popular in the school-based literature as a method to increase the treatment integrity of prescribed interven- tions. The current study extracted and aggregated data from single-case studies that used PF in school settings to increase teachers’ use of classroom-based interventions. Results suggest PF is moderately effective at increasing integrity after a new strategy or intervention has been introduced, curbing a general tendency for declining integrity following skill training. The type of skill for which teachers received PF and setting moderated the effect. Important questions remain, however, regarding the use of PF in schools and the most effective method for its implementation.
Single-case-design researchers rarely used statistics in the past, but that is changing. In this article, I review the rapidly developing state of statistical analyses for single-case designs, including effect sizes, multilevel models, and Bayesian analyses. No analysis meets all the desiderata for an optimal single-case-design analysis, but this may be remedied in the near future. Single-case-design researchers will have incentives to use these analyses as they become more user-friendly and beneficial.
More children with special needs are educated in general education classrooms than ever before. Ideally, special education and general education teachers work together in these settings as instructional teams, but a “one teaching, one assisting” model is often in place with the special education teacher assuming a subordinate role. As such, the authors conducted research to determine whether changes can be made in teacher instruction so that both teachers in a collaborative team are highly engaged in the instructional process during the lesson. The authors used a multiple-baseline, across-participants design to assess the effects of peer coaches’ giving immediate corrective feedback via bug-in-ear technology on a specific teaching behavior during instruction. Three dyads of co-teachers participated (five women, one man). Each teacher met criterion (three consecutive sessions at 90% or higher) in just three sessions, maintained the behavior at high levels postintervention, and generalized the behavior to a different setting without the peer coach present. Teachers rated the treatment as a beneficial technique that they would recommend to others. Implications for classroom use are discussed.
Teacher preparation programs are under scrutiny for their role in the troubled American educational system. If American education is to improve, teacher educators must identify and encourage teachers to use effective teaching practices. A promising technique for increasing use of teaching practices is providing feedback to teachers on newly acquired behaviors. The focus of this study was to examine the effects of immediate corrective feedback on one specific teaching behavior, use of three-term contingencies, to preservice teachers. A multiple baseline design across participants was used to evaluate the effects of immediate corrective feedback, delivered via a wireless FM listening system. Immediate corrective feedback (as compared with delayed feedback) was shown to be an effective way to increase preservice teacher completion of three-term contingency trials by all participants. These findings and other considerations for additional research using feedback are addressed.
In teacher preparation most supervisory feedback is deferred, allowing learners to perform skills incorrectly and delivery of on-site immediate feedback may interrupt instructional flow. This study used a multiple baseline design to examine effects of immediate, corrective feedback delivered via wireless technology on completion of three-term contingency trials. Participants were five preservice special education teachers working on academic skills with students with special needs in elementary and middle school classrooms. Corrective, immediate feedback was shown to be an effective way to increase completion of three-term contingency trials by teachers. During baseline, percentage of completion ranged from 30-92. With corrective, immediate feedback, all five teachers reached criterion level of 90% completion. Overall, mean percentage of correct student responses increased 3 to 17 percentage points over baseline results for four of the five teachers. All teachers rated the method as beneficial. Implications for practice are discussed.
Teacher preparation programs are under scrutiny for their role in the troubled American educational system. Thus, teacher educators must encourage teachers to use effective teaching practices. One technique for increasing use of effective practices is providing feedback to teachers on both newly acquired and ingrained teaching behaviors. To determine attributes of effective performance feedback, a systematic search for empirical literature was completed. Analysis of the ten identified studies indicates attributes of feedback that have been studied fall into categories of (a) nature of feedback, (b) temporal dimensions of feedback, and (c) who gives feedback. Through this review, attributes of feedback were classified as either promising or effective practice in changing specific teaching behaviors. Only immediate feedback was identified as an effective attribute. Promising practices for feedback to teachers included feedback that was specific, positive, and/or corrective. These findings, recommendations and directions for additional research in feedback and teacher preparation are discussed.
Preservice teachers learn evidence-based practices in university classrooms but often fail to use them later on in their own
K-12 classrooms. The problem may be a missing link in teacher preparation, i.e., failure to teach preservice teachers to generalize
newly acquired techniques. Two experiments using multiple baseline designs across participants assessed effectiveness of a
model to promote generalization and maintenance of a specific teaching skill. In Experiment 1, preservice teachers’ maintenance
of behavior deteriorated from practicum to student teaching when intervention consisted of training to criteria alone. When
a programming for generalization component (program common stimuli) was added to the intervention, teachers in Experiment
2 generalized and maintained behavior across settings (student teaching to own classrooms) at a higher average than occurred
during intervention.
Two experiments are reported which test the effect of increased three-term contingency trials on students'' correct and incorrect math responses. Experiment 1 included two junior high school students in need of special instruction in mathematics while in Experiment 2 two other students with similar instructional needs from the same classroom were studied. In the first experiment the increased rate of presentation (3 times the baseline rate) was done without regard to whether the antecedent teacher presentations to the student were presented vocally or in written form; in the second experiment, the rates of presentation were systematically rotated across written and vocal presentations. The dependent variables were rate per minute of correct and incorrect responses of students (vocal or written). The experiments used designs incorporating features of the multiple baseline (Students A and B) and reversal (Students B, C, and D). The data showed that increasing the number of three-term trials increased correct rates while incorrect rates remained relatively low. The second experiment replicated these findings with two other students and found that the treatment effect occurred independently with vocal and written antecedents when each was isolated. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.
The implementation of behavior modification techniques in school settings often relies on effective training of teachers as mediators. At the conclusion of Phase I, the performance of an experimental group of 13 teachers who were taught behavior modification by means of an inservice workshop was compared with a no-treatment control group. Although the experimental group scored higher on a paper-and-pencil test of behavior modification, there were no differences between the two groups on selected observed in-class behaviors. During Phase II, half of the experimental group of teachers received two hours of bug-in-the-ear (BIE) training in their own classrooms. BIE resulted in changes in the classroom behaviors of praise and contingency statements. These results are discussed in terms of the situation and response mode specificity of behavior and in terms of the implications for future workshops and research.
Thesis (Ph. D.)--University of Wyoming, 2001. Includes bibliographical references (leaves 211-221).
This paper presents a best evidence synthesis of interventions to increase social behavior for individuals with autism. Sixty-six studies published in peer-reviewed journals between 2001 and July 2008 with 513 participants were included. The results are presented by the age of the individual receiving intervention and by delivery agent of intervention. The findings suggest there is much empirical evidence supporting many different treatments for the social deficits of individuals with autism. Using the criteria of evidence-based practice proposed by Reichow et al. (Journal of Autism and Developmental Disorders, 38:1311-1318, 2008), social skills groups and video modeling have accumulated the evidence necessary for the classifications of established EBP and promising EBP, respectively. Recommendations for practice and areas of future research are provided.
A mechanical device is described which the authors have developed for supervising students and interns in a clinical psychology program. Much like a "hearing aid" worn by the deaf, the instrument enables a supervisor to communicate with the trainee while the latter is engaged in an interview situation with the patient. Only the trainee can hear the comments, the patient not being aware of the fact that his therapist is being communicated with. The authors feel that this "third-ear device" is most useful in the supervision of projective testing techniques. They consider the device as yet in an early stage of development.
eCoaching to enhance special educator practice and child outcomes
The mechanical third ear device: A student teaching supervision alternative
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Effects of self-regulated learning training + eCoaching on pre-service general education teacher’s instruction and student outcomes (Doctoral dissertation)
- K B Holden
*Holden, K. B. (2016). Effects of self-regulated learning training + eCoaching on pre-service general education teacher's
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Training middle school Paraeducators positive behavior support strategies through job embedded feedback (Doctoral dissertation)
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positive behavior support strategies through job embedded
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Virtual coaching of novice science educators to support students with emotional and behavioral disorders (Doctoral dissertation)
- D Garland
Generalization and maintenance of high school teachers’ use of behavior specific praise following direct behavioral consultation in classrooms (Doctoral dissertation)
- T A Taber
*Taber, T. A. (2015). Generalization and maintenance of high
school teachers' use of behavior specific praise following
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Does content-focused teacher professional development work? Findings from three Institute of Education Sciences studies
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Using coaching to improve the fidelity of evidence-based practices: A review of studies
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Direct training of teachers in the use of praise: Implementation and generalization (Doctoral dissertation)
- L T Nguyen
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Generalization of teachers’ use of effective instruction delivery following in situ training (Doctoral dissertation)
- J K Wimberly
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Virtual coaching of novice science educators to support students with emotional and behavioral disorders (Doctoral dissertation)
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