Coaching Preservice Teachers to Teach Play Skills to Children with Disabilities

Autor/inn/en	Barton, Erin E.; Chen, Ching-I; Pribble, Lois; Pomes, Maria; Kim, Young-Ah
Titel	Coaching Preservice Teachers to Teach Play Skills to Children with Disabilities
Quelle	In: Teacher Education and Special Education, 36 (2013) 4, S.330-349 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406413505113
Schlagwörter	Preservice Teachers; Play; Skill Development; Disabilities; Young Children; Coaching (Performance); Program Effectiveness; Teaching Methods; Training; Behavior Change; Intervention; Imagination; Preschool Children; Toys; Video Technology; Prompting; Error Patterns; Imitation; Child Behavior; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Spiel; Kompetenzentwicklung; Qualifikationsentwicklung; Handicap; Behinderung; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Toy; Spielzeug; Benutzerführung; Fehlertyp
Abstract	The purpose of this article is to describe two studies that examined the effects of training and coaching on preservice teachers' implementation of an intervention focused on teaching play to young children with disabilities. A multiple-baseline across teachers single-case research design was used to systematically examine the relation between didactic training alone and didactic training plus coaching on teachers' use of the intervention. The results indicated that didactic training alone was not associated with changes in teacher behaviors. Training plus coaching, however, resulted in teachers' increased use of the intervention package. Child pretend play behaviors also were examined in Study II and increased with the teachers' high-fidelity use of the intervention. Implications for practice and research related to preservice and inservice professional development are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10