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Main Library
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Folly Beach Library
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John L. Dart Library
9 a.m. - 6 p.m.
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St. Paul's/Hollywood Library
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Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 6 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Keith Summey North Charleston Library
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E-Coaching Preschool Teachers to Use Simultaneous Prompting to Teach Children with Autism Spectrum Disorder
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- Author(s): Tunc-Paftali, Ayse (ORCID
Tunc-Paftali, Ayse (ORCID 0000-0003-3859-2737 ); Tekin-Iftar, Elif- Language:
English- Source:
Teacher Education and Special Education. Aug 2021 44(3):255-273.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research- Subject Terms:
Preschool Teachers; Coaching (Performance); Prompting; Children; Autism; Pervasive Developmental Disorders; Skill Development; Maintenance; Generalization; Preschool Children; Program Effectiveness; Foreign Countries; Computer Mediated Communication; Educational Technology; Technology Uses in Education; Video Technology; Learning Modules; Training; Feedback (Response) - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 19
- Education Level: Early Childhood Education
Preschool Education - Subject Terms:
- Accession Number: 10.1177/0888406420925014
- ISSN: 0888-4064
- Abstract: In this study, researchers examine the impact of e-coaching (including a web-based professional development [PD] portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers' use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers' and students' behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers' and students' behaviors. E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers' use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about e-coaching and the SP procedure. Limitations and implications for future research are discussed.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1298557
- Availability:
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