Abstract

A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers' use of two targeted naturalistic communication strategies and focus children's responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers' use of communication strategies and the appropriate responses of children with communication difficulties. Moreover, novice teachers reported that bug-in-ear eCoaching was a socially valid intervention.

Citation

Grygas Coogle, C., Ottley, J.R., Rahn, N.L. & Storie, S. (2018). Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers. Journal of Early Intervention, 40(1), 87-103. Retrieved August 13, 2024 from https://www.learntechlib.org/p/189666/.

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Keywords

• assistive technology
• autism
• Beginning Teachers
• case studies
• children
• Coaching (Performance)
• Communication Disorders
• Communication Strategies
• Data Analysis
• Developmental Delays
• early childhood education
• Elementary School Students
• Instructional Effectiveness
• Interrater Reliability
• Intervention
• Observation
• Pervasive Developmental Disorders
• Questionnaires
• Special Education Teachers
• teaching methods
• Technology Uses in Education