Effects of Hybrid Coaching on Middle School Teachers' Teaching Skills and Students' Academic Outcomes in General Education Settings

Creative Commons License

FİDAN A., TEKİN İFTAR E.

EDUCATION AND TREATMENT OF CHILDREN, cilt.45, sa.2, ss.193-210, 2022 (SSCI) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 45 Sayı: 2
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1007/s43494-021-00069-9
  • Dergi Adı: EDUCATION AND TREATMENT OF CHILDREN
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Violence & Abuse Abstracts
  • Sayfa Sayıları: ss.193-210
  • Anahtar Kelimeler: professional development, hybrid coaching, simultaneous prompting, intellectual disability, inclusion, general education teachers, SIMULTANEOUS PROMPTING PROCEDURE, VISUAL PERFORMANCE FEEDBACK, PROFESSIONAL-DEVELOPMENT, DISABILITIES, INSTRUCTION, STRATEGIES, CURRICULUM, FIDELITY, LEARNERS, IMPACT
  • Anadolu Üniversitesi Adresli: Evet

Özet

We examined effects of hybrid coaching delivered face-to-face and via smartphone to train middle school general educators to use a simultaneous prompting procedure during instruction on academic core content with sixth-grade students with intellectual disability in general education classrooms. We also measured student outcomes. We used a multiple probe design across four student-teacher dyads in the study. Teachers acquired the steps of simultaneous prompting procedure with 100% accuracy, maintained the use of the prompting procedure over time, and generalized prompting for teaching new academic content to their students. Students acquired their targeted academic content, maintained the skills over time, and generalized the skills across different persons and settings. The results showed a functional relation of the intervention on the dependent variables. Social validity data collected from teachers and students were positive. Future research needs and implications of the findings are discussed.