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ECoaching to enhance special educator practice and child outcomes

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Description:
Research suggests that there is a gap in what we know is best practice and what is taking place in inclusive early childhood classrooms for children identified with autism spectrum disorder. The purpose of this single-case design study was to examine the effect of eCoaching on (a) a preschool special educator's use of embedded learning opportunities, (b) children's responses to target embedded learning opportunities, and (c) children's expressive communication. Results suggest positive effects on the teacher's use of embedded learning opportunities, increases in child opportunities to practice communication, and variable effects on child communicative outcomes. Implications for practice and future research are discussed. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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