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Distance Coaching for Pre-Service Teachers: Impacts on Children's Functional Communication in Inclusive Preschool Classrooms
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Storie, Sloan; Coogle, Christan Grygas; Rahn, Naomi; Ottley, Jennifer Riggie – Early Childhood Education Journal, 2017
This article reports the results of a post hoc analysis of child data from a single-case multiple-probe study of pre-service teachers' use of communication strategies before, while, and after receiving distance coaching. Data were analyzed for the number of functional communication utterances used by groups of preschool children with and without…
Descriptors: Distance Education, Coaching (Performance), Preservice Teachers, Inclusion
eCoaching across Routines to Enhance Teachers' Use of Modeling
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Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie; Storie, Sloan – Teacher Education and Special Education, 2016
The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies was…
Descriptors: Coaching (Performance), Special Education Teachers, Technology Uses in Education, Modeling (Psychology)
eCoaching across Routines to Enhance Teachers' Use of Modeling
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Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie; Storie, Sloan – Grantee Submission, 2016
The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies…
Descriptors: Coaching (Performance), Special Education Teachers, Modeling (Psychology), Program Effectiveness
Explaining Variance and Identifying Predictors of Children's Communication via a Multilevel Model of Single-Case Design Research: Brief Report
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Ottley, Jennifer Riggie; Ferron, John M.; Hanline, Mary Frances – Grantee Submission, 2016
The purpose of this study was to explain the variability in data collected from a single-case design study and to identify predictors of communicative outcomes for children with developmental delays or disabilities (n = 4). Using SAS® University Edition, we fit multilevel models with time nested within children. Children's level of baseline…
Descriptors: Communication (Thought Transfer), Hierarchical Linear Modeling, Research Design, Predictor Variables
Bug-in-Ear Coaching: Impacts on Early Childhood Educators' Practices and Associations with Toddlers' Expressive Communication
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Ottley, Jennifer Riggie; Hanline, Mary Frances – Journal of Early Intervention, 2014
Many early childhood educators struggle to meet the communication needs of children with delays and disabilities. The purpose of this study was to examine the functional relation between bug-in-ear coaching and the frequency of educators' correct use of targeted communication strategies, as well as associations with children's expressive…
Descriptors: Early Childhood Education, Preschool Teachers, Educational Practices, Coaching (Performance)
Pre-Service Teacher Use of Communication Strategies upon Receiving Immediate Feedback
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Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie – Grantee Submission, 2015
The purpose of this research was to investigate the impact of immediate feedback through bug-in-ear eCoaching on early childhood special education pre-service teachers' use of communication strategies using an activity-based intervention approach. Three early childhood special education pre-service teachers participated in this study. A…
Descriptors: Preservice Teachers, Early Childhood Education, Communication Strategies, Special Education