Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence
- 14 April 2011
- journal article
- research article
- Published by SAGE Publications in Topics in Early Childhood Special Education
- Vol. 31 (3), 178-192
- https://doi.org/10.1177/0271121411404440
Abstract
Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children’s social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive frameworks that organize promotion, prevention, and intervention practices, and even fewer studies have examined implementation within early childhood classrooms. In this study, three teachers were trained and coached to implement promotion, prevention, and intervention practices related to the Teaching Pyramid Model. Findings from the present single-subject multiple probe across teachers’ experimental study offer evidence of a functional relationship between training and coaching and implementation of practices associated with the model. Results are discussed with respect to challenges related to supporting teachers to implement with fidelity a complex and comprehensive array of evidence-based practices and the critical importance of coaching.Keywords
This publication has 33 references indexed in Scilit:
- Implementation quality: Lessons learned in the context of the Head Start REDI trialEarly Childhood Research Quarterly, 2010
- Response to Intervention and the Pyramid ModelInfants & Young Children, 2010
- A Programwide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood SettingsPublished by Springer Nature ,2008
- Graphical Feedback to Increase Teachers' Use of Incidental TeachingJournal of Early Intervention, 2008
- Evaluation of E-mail Feedback on the Verbal Behaviors of Pre-service TeachersJournal of Early Intervention, 2007
- Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool ChildrenSchool Psychology Review, 2007
- TRAINING STUDENT TEACHERS TO REPOSITION INFANTS FREQUENTLYJournal of Applied Behavior Analysis, 2006
- Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current KnowledgeBehavioral Disorders, 2006
- Organizational Behavior Management in Early InterventionJournal of Organizational Behavior Management, 1998
- Teacher discipline and child misbehavior in day care: Untangling causality with correlational data.Developmental Psychology, 1998