Coaching Educators on Educating Children with Autism Spectrum Disorder in an Early Childhood Inclusion Setting

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dc.contributorBloomfield, Bradley S
dc.contributorWatkins, Laci
dc.contributorBritnell, Heather B
dc.contributor.advisorWitte, Tricia
dc.contributor.advisorPreast, June L
dc.contributor.authorLane, Morgan Elise
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2022-02-04T20:16:34Z
dc.date.available2022-02-04T20:16:34Z
dc.date.issued2021
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThere 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.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otherhttp://purl.lib.ua.edu/181706
dc.identifier.otheru0015_0000001_0003996
dc.identifier.otherLane_alatus_0004D_14694
dc.identifier.urihttp://ir.ua.edu/handle/123456789/8271
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectAutism Spectrum Disorder
dc.subjectCoaching
dc.subjectConsultation
dc.subjectEarly Childhood
dc.subjectSchool Psychology
dc.subjectSingle Case Research Design
dc.titleCoaching Educators on Educating Children with Autism Spectrum Disorder in an Early Childhood Inclusion Settingen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.disciplineSpecial Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

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