Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity

Abstract

In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects of teachers’ implementation on the on-task behavior of four target students. Results of the multiple probe across participants design showed that there was a functional relation between the tiered coaching intervention and the teachers’ implementation fidelity. There was also an overall improvement in all of the four students’ on-task behaviors. Limitations, suggestions for future research, and implications for practice are discussed.

Effects of Multilevel Supports on Special Education Preschool Teacher Implementation of Function-Based Interventions

“…Overall, we found that while BST led to improved implementation fidelity for all three teachers, one teacher required level 2 supports, and one teacher required level 3 supports to reach mastery criteria. Though most PD programs are designed as a one-size-fits-all approach, findings from this study support a growing body of work suggesting that teachers may require varying levels of support (LaBrot et al, 2020;Myers et al, 2011;Owens et al, 2020).…”

“…Building a PD program within a multilevel framework that is guided by teacher performance data may optimize both teacher and student outcomes (Wood et al, 2016). Previous research on multilevel PD has often included workshops or trainings at Level 1 and a variety of coaching supports for Levels 2 and 3 (Ennis et al, 2020;Owens et al, 2020). In this study, we used BST as the level 1 training model as BST has strong literature base for changing special education teacher practices (Kirkpatrick et al, 2019).…”

“…Additionally, while BST, PBC, and self-monitoring have all been shown to increase teacher fidelity of function-based interventions, no study has examined the effects of these interventions as part of a continuum of multilevel PD supports. Finally, this study responds to calls for future research to examine effects of leveled PD on both teacher implementation fidelity and student outcomes (e.g., Ennis et al, 2020;Freeman et al, 2017;Owens et al, 2020).…”

“…Previous research has examined the effects of multilevel PD models on general and special educator use of low-intensity behavioral supports, including praise, self-monitoring, pre-correction, and choice (Ennis et al, 2020;Myers et al, 2011;Owens et al, 2020). Across these three studies, Level 1 supports included in-service workshops, and supplemental supports involved individual coaching.…”

“…Across these three studies, Level 1 supports included in-service workshops, and supplemental supports involved individual coaching. Ennis et al (2020) evaluated self-monitoring as a supplemental support while Myers et al (2011) and Owens et al (2020) evaluated immediate performance feedback as a base support and bug-in-the-ear coaching as a supplemental support. For each of these studies, results showed that improvements in educator implementation fidelity corresponded with the introduction of additional levels of supports.…”