Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers with Autism Spectrum Disorder

Autor/inn/en	Tupou, Jessica; Waddington, Hannah; Sigafoos, Jeff
Titel	Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers with Autism Spectrum Disorder
Quelle	In: Infants and Young Children, 33 (2020) 4, S.259-282 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000174
Schlagwörter	Program Evaluation; Coaching (Performance); Early Intervention; Preschool Children; Pervasive Developmental Disorders; Autism; Program Effectiveness; Preschool Teachers; Student Participation; Communication Skills; Imitation + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Erzieher; Erzieherin; Kindergärtnerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kommunikationsstil
Abstract	There is a need for research that evaluates the effectiveness of early intervention when delivered in inclusive preschools. In this study, 3 regular preschool teachers were trained to use the Early Start Denver Model with a child with autism spectrum disorder who attended an inclusive preschool. Each teacher worked with 1 child. Teachers received eleven 60-min coaching sessions based on an adapted version of the Early Start Denver Model's parent coaching program. A multiple baseline across participants design was used to evaluate effectiveness in terms of teachers' use of the early intervention techniques and children's levels of participation, imitation, and communication. Data were collected via weekly 10-min video recordings, with 3 follow-up probes conducted 11 weeks following intervention. Teachers improved in their use of early intervention techniques, and children demonstrated improved levels of active participation, but results for child imitation and communication were mixed. Positive results were generally maintained at follow-up. This study provides preliminary support for the effectiveness and feasibility of using a modified coaching program to train preschool teachers to use early intervention techniques from the Early Start Denver Model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01