Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students with Autism

Autor/inn/en	Tekin-Iftar, Elif; Collins, Belva C.; Spooner, Fred; Olcay-Gul, Seray
Titel	Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students with Autism
Quelle	In: Teacher Education and Special Education, 40 (2017) 3, S.225-245 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406417703751
Schlagwörter	Autism; Pervasive Developmental Disorders; Coaching (Performance); Teaching Methods; General Education; Faculty Development; Prompting; Outcomes of Education; Accuracy; Feedback (Response); Validity; Student Attitudes; Teacher Attitudes; Inclusion; Middle School Students; Grade 7; Generalization; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Allgemein bildendes Schulwesen; Allgemeinbildung; Benutzerführung; Lernleistung; Schulerfolg; Gültigkeit; Schülerverhalten; Lehrerverhalten; Inklusion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtserfolg
Abstract	The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students' outcomes. Three teacher-student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01