Many early childhood educators struggle to meet the communication needs of children with delays and disabilities. The purpose this study was examine functional relation between bug-in-ear coaching frequency educators’ correct use targeted strategies, as well associations children’s expressive communication. Four multiple-baseline single-case intervention design experiments were completed. Dependent variables strategies or Bug-in-ear improved implementation at least one strategy for each...

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

A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers’ use embedded learning opportunities, an evidence-based practice in early childhood special education, as well focus children’s expressive communication responses practice. Results suggest improved practice, which further enhanced when used. Positive outcomes were observed across children for both their overall communication.

Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation in-service professional development. Research highlights how some specific characteristics of (e.g., the latency between behavior feedback) can impact effectiveness. One method enhancing effects may be immediate delivered through bug-in-ear technology. This review identified 17 intervention studies that examined use via with practitioners. We evaluated these...

The purpose of this research was to determine the impact eCoaching on two special education teachers’ use modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design used effects three strategies. Each a method model language for children, they were randomized different Results suggest that increased is socially valid intervention. Considerations practice future are discussed.

In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) special (ECSEs) within theoretically driven model that accounted for associations beliefs knowledge with practice. We used structural equation modeling to examine among these multifaceted constructs, controlling background characteristics, 147 ECEs 78 ECSEs. Univariate analyses revealed ECSEs on measures beliefs, knowledge, practice, characteristics; yet,...

Research suggests that there is a gap in what we know best practice and taking place inclusive early childhood classrooms for children identified with autism spectrum disorder. The purpose of this single-case design study was to examine the effect eCoaching on (a) preschool special educator's use embedded learning opportunities, (b) children's responses target (c) expressive communication. Results suggest positive effects teacher's increases child opportunities communication, variable...

The goal of this study was to build the capacity early childhood teachers implement evidence-based strategies. We investigated efficacy professional development with bug-in-ear peer coaching in improving teachers’ use communication strategies, maintenance strategies post intervention, and social validity intervention. Four co-teacher dyads participated single-case design study. Data were analyzed through visual analysis masked analysis. Results indicate that three four teacher increased...

Coaching is a promising method for providing professional development, which takes many forms. One such form real-time coaching through bug-in-ear technology. This study explored the social validity of when provided as development with preservice and in-service early childhood educators. Data from two studies were qualitatively analyzed to describe educators’ perceptions acceptability respect learning opportunities provided, feasibility, difficulties, child-level outcomes. Findings suggest...

We used a multiple-probe single-case research design to examine the effect of professional development package that included real-time, technology-enhanced, and performance-based feedback video analysis on three preschool teachers’ use naturalistic instruction targeting children’s communication child responses. also measured quality communication. The was effective in enhancing In addition, children responded teachers enhanced Teachers maintained their upon removal intervention condition.

Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical in special education that have shown promise eCoaching and video-based reflection. When combination as comprehensive intervention, reflection may offer candidates increased learning opportunities to promote improved fidelity evidence-based practices. Thus, using multiple-probe single-case research design, we examined the effect with on candidates’ use quality...

Research Findings: Bug-in-ear coaching implemented under highly controlled situations has a promising research base. Yet few researchers have examined its effects when within less environments using authentic professional development conditions. The purpose of this study was to examine the implementation and bug-in-ear staff from community organization served as coaches for early childhood educators. We found that methods, but additional supports may be necessary increase intensity quality...

Embedded learning opportunities are one evidence-based practice for addressing individualized education program goals young children with special needs. In this study, we used quantitative and qualitative methods to analyze 8 early childhood teachers' use of embedded during the usual conditions typical classroom activities. We analyzed video-recorded 10-min segments adult-directed, child-directed, routine activities each teacher's address their children's plan goals. addition, gathered data...

Early childhood educators teach science to all students, including students with disabilities. Strategies for accommodating disabilities in science, familiarity equitable frameworks such as Universal Design Learning (UDL) are therefore a critical aspect of early teacher candidates’ pedagogical content knowledge (PCK). Such strategies often emphasized special education courses that offered separately from methods courses. This practice assumes candidates can synthesize and transfer those...

We used a multiple-probe single-case design to determine whether there was functional relation between peer-delivered, technology-enhanced, performance-based feedback (TEPF) and early intervention (EI) providers’ use of family engagement strategies embedded learning opportunities. Participants included three coaches, EI providers, caregivers, children receiving services. Results suggest that although TEPF did increase some the practices, we not observe relation. Implications for future...

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 early childhood special education teachers focus preschool children identified with autism spectrum disorder. used a multiple-probe single-case design to provide across child-led, teacher-led, mealtime routines. collected generalization data fourth novel routine, clean-up. analyzed teachers’ use...

There is a research-to-practice gap in the identification and use of evidence-based practices special education. One way to better understand persistent between research practice inform professional development efforts through gaining an understanding teacher paraprofessional perceptions. We conducted survey study identify paraprofessionals’ perceived skills needs regarding categories aligning with for students autism spectrum disorder. A total 768 paraprofessionals completed survey. used...

The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and reading plus modeling on expressive vocabulary identification 2 preschool children identified with autism spectrum disorder. Their teacher implemented each conditions within daily routines classroom. Each condition demonstrated effectiveness; however, had most robust both children's labeling target words.

(2021). Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers' growth and challenges. Journal of Early Childhood Teacher Education: Vol. 42, No. 3, pp. 245-264.