E-Coaching Preschool Teachers to Use Simultaneous Prompting to Teach Children with Autism Spectrum Disorder

Autor/inn/en	Tunc-Paftali, Ayse; Tekin-Iftar, Elif
Titel	E-Coaching Preschool Teachers to Use Simultaneous Prompting to Teach Children with Autism Spectrum Disorder
Quelle	In: Teacher Education and Special Education, 44 (2021) 3, S.255-273 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tunc-Paftali, Ayse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406420925014
Schlagwörter	Preschool Teachers; Coaching (Performance); Prompting; Children; Autism; Pervasive Developmental Disorders; Skill Development; Maintenance; Generalization; Preschool Children; Program Effectiveness; Foreign Countries; Computer Mediated Communication; Educational Technology; Technology Uses in Education; Video Technology; Learning Modules; Training; Feedback (Response); Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Benutzerführung; Child; Kind; Kinder; Autismus; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school age; Preschool age; Children; Vorschulalter; Vorschulkind; Vorschulkinder; Ausland; Computerkonferenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning module; Lernmodul; Ausbildung; Türkei
Abstract	In this study, researchers examine the impact of e-coaching (including a web-based professional development [PD] portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers' use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers' and students' behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers' and students' behaviors. E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers' use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about e-coaching and the SP procedure. Limitations and implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01