Effects of Training and Coaching With Performance Feedback on Teachers' Use of Pyramid Model Practices. (November 2015)

• Record Type: Journal Article
• Authors: Hemmeter, Mary Louise; Hardy, Jessica K.; Schnitz, Alana G.; Adams, Jessie Morris; Kinder, Kiersten A.
• Is Part Of: Topics in early childhood special education. Volume 35:Number 3(2015:Nov.)
• Page Start: 144
• Page End: 156
• Publication Date: 2015-11
• Subjects: environment -- classroom -- social -- development -- social skills -- intervention strategies -- teachers -- personnel -- single-subject designs -- experimental studies -- research methodologies; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121415594924
• Languages: English
• ISSNs: 0271-1214

Abstract

Training and coaching with performance feedback has been effective for supporting teachers to use evidence-based instructional practices. However, coaching with performance feedback has primarily been used to support teachers to use discrete skills, and there has been little evidence of maintenance and generalization. The purpose of this study was to examine the effects of a professional development intervention on teachers' implementation of practices related to the Pyramid Model for Promoting Social-Emotional Competence in Young Children, as well as the extent to which teachers generalized and maintained those practices. A multiple probe design across sets of Pyramid Model practices replicated across three teachers was used in this study. All teachers acquired the practices and maintained the practices after coaching ended. There was some evidence of generalization for all three teachers. The effects of teacher implementation on classroom-wide incidences of challenging behavior were mixed. Teachers all rated the coaching positively.