Technology-Enhanced Performance-Based Feedback to Support Teacher Practice and Child Outcomes

Autor/inn/en	Coogle, Christan Grygas; Storie, Sloan; Ottley, Jennifer R.; Rahn, Naomi L.; Kurowski-Burt, Amy
Titel	Technology-Enhanced Performance-Based Feedback to Support Teacher Practice and Child Outcomes
Quelle	In: Topics in Early Childhood Special Education, 41 (2021) 2, S.72-85 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419838624
Schlagwörter	Feedback (Response); Educational Technology; Technology Uses in Education; Preschool Teachers; Special Education Teachers; Autism; Pervasive Developmental Disorders; Students with Disabilities; Interpersonal Communication; Expressive Language; Faculty Development; Individualized Education Programs; Intervention; Program Effectiveness; Coaching (Performance); Communication Strategies; Maintenance; Generalization + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kommunikation; Individualized education program; Individualisierendes Lernen; Kommunikationsstrategie
Abstract	We investigated the effect of real-time technology-enhanced performance-based feedback delivered during three different routines on teacher practice and child outcomes. Participants were three early childhood special education teachers and three focus preschool children identified with autism spectrum disorder. We used a multiple-probe single-case design to provide real-time technology-enhanced performance-based feedback across child-led, teacher-led, and mealtime routines. We collected generalization data across a fourth novel routine, clean-up. We analyzed teachers' use of communicative antecedents and consequences, children's responses to antecedents, and children's expressive communication. Real-time technology-enhanced performance-based feedback enhanced teachers' use of communicative antecedents and consequences, and when teachers used antecedents, children responded to these opportunities and practiced their expressive communication. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01