The effects of practice-based coaching and scripted supports on teachers’ implementation of shared book reading strategies

Abstract

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching (PBC) paired with scripted supports on teachers’ use of shared book reading strategies. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary knowledge of three preschool children with a language delay. The study aimed to address the following research questions: (1) What are the effects of PBC and scripted supports on preschool teachers’ implementation of shared book reading strategies? (2) Does preschool teacher's implementation of shared book reading strategies influence the expressive and receptive language of preschool age children (i.e., between 36–60 months) with language delays? Employing a single-case multiple baseline across participants design, three teachers were trained on three strategies (i.e., question/evaluate, expansions, and repeat) embedded within the context of shared book reading. Visual analysis is the gold standard for evaluating results in SCRD and include evaluating the level, trend, and variability of data, as well as analyzing the immediacy of effect, overlap of data in adjacent phases, and the consistency of data patterns in other conditions. Results were variable for one participant. Corresponding child-level data for all three participants was also positive. Implications for future research are discussed. Teachers and therapists can benefit from the PBC model when working with preschool children who have language delays. A limitation of the study is a lack of a functional relationship between the independent and dependent variable due to time constraints with data collection.