Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study

Autor/inn/en	Wilson, Kaitlyn P.; Dykstra, Jessica R.; Watson, Linda R.; Boyd, Brian A.; Crais, Elizabeth R.
Titel	Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study
Quelle	In: Early Childhood Education Journal, 40 (2012) 2, S.97-105 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-011-0493-6
Schlagwörter	Control Groups; Intervention; Autism; Adult Educators; Early Childhood Education; Children; Disabilities; Preschool Children; Professional Development; Coaching (Performance) + Suchen Sie Ihr Suchwort? Autismus; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child; Kind; Kinder; Handicap; Behinderung; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Coaching is gaining attention as a promising professional development approach in early education. However, in practice, many adult educators continue to rely on methods with inconsistent effectiveness, such as one-time trainings and workshops. In addition, there is limited evidence supporting the use of specific coaching models in early education. This article describes the development and pilot study of a coaching model developed to support early education teams in implementation of the supplemental intervention for preschoolers with autism, Advancing Social-communication and Play (ASAP). Two early education teams were assigned to each of the following groups: those who received ASAP training, those who received ASAP training and coaching, and a control group that received no support related to the intervention. Through descriptive analysis of qualitative and quantitative data, preliminary results of this pilot study suggest the coaching model impacted teams' collaborative practices and adherence to key elements of the intervention approach. Implications and practical applications are outlined for early education professionals and researchers who may implement coaching to support intervention efforts for students with autism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10