Abstract:
There is a considerable gap between evidence-based interventions intended to support students with Autism Spectrum Disorder (ASD) and current classroom practice (Anderson et al., 2018; Artman-Meeker et al., 2015). Early childhood programs and educators are in crucial need of additional support and evidence-based services that address the growing need of specialized instruction for students with ASD (Corkum et al., 2014; Dyer & Redpath, 2021; Lauderdale-Littin & Brennan, 2018; Mueller & Brewer, 2013; Wilson & Landa, 2019). This study asked three questions: “Is there a functional relation between educator coaching and an increase in the frequency of the first, then board as measured by a behavior observation?”, “Is there a functional relation between educator coaching and a reduction in the frequency of disruptive behavior as measured by a behavior observation?”, and “Do educators find coaching socially acceptable as measured by a treatment acceptability measure?”. This study used single-case research methodology; specifically, a nonconcurrent multiple baseline design. There was resulting high variability of data across educator-child dyads, with no-to-minimal effect of coaching on educators’ use of first, then boards. Children’s behavior also fluctuated, and no conclusive results were found regarding the indirect impact of coaching educators. While there were limitations and other contextual factors, this study served as a foundation for further research expansion in the area of early childhood coaching.
