Akademik Veri Yönetim Sistemi
48th Annual Convention of Association for Behavior Analysis International, Massachusetts, Amerika Birleşik Devletleri, 26 - 30 Mayıs 2022, ss.252
The purpose of this study was to examine the impact of training plus coaching intervention on preschool teachers’ implementation of embedded teaching practices and the corollary relationships between teachers’ implementation and child learning outcomes. A multiple probe across participants design was employed with 4 preschool teachers and 4 children with autism. Following baseline, teachers participated in a series of training sessions focused on embedded instruction. After the training, the first teacher entered the intervention phase and received coaching support while others implemented embedded instruction based on their learning during the trainings. Once the first teacher reached criterion, the second teacher entered the intervention phase and same procedure were repeated until the last teacher reached criterion. At least two sessions of maintenance data were collected from participants. Results showed that it took 5-10 coaching sessions teachers to reach criterion level of correct implementation of embedded teaching trials. All teachers maintained levels of correct implementation during follow-up sessions conducted 1 to 12 weeks after coaching intervention was over. Participating children with autism learned target skills though embedded instruction and maintained them over time.