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Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students with Autism

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Title: Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students with Autism
Language: English
Authors: Tekin-Iftar, Elif, Collins, Belva C., Spooner, Fr, Olcay-Gul, Seray
Source: Teacher Education and Special Education. Aug 2017 40(3):225-245.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Secondary Education
Junior High Schools
Grade 7
Elementary Education
Descriptors: Autism, Pervasive Developmental Disorders, Coaching (Performance), Teaching Methods, General Education, Faculty Development, Prompting, Outcomes of Education, Accuracy, Feedback (Response), Validity, Student Attitudes, Teacher Attitudes, Inclusion, Middle School Students, Grade 7, Generalization, Instructional Effectiveness
DOI: 10.1177/0888406417703751
ISSN: 0888-4064
Abstract: The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students' outcomes. Three teacher-student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.
Abstractor: As Provided
Number of References: 50
Entry Date: 2017
Accession Number: EJ1148241
Database: ERIC
FullText Text:
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  Data: Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students with Autism
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Tekin-Iftar%2C+Elif%22">Tekin-Iftar, Elif</searchLink><br /><searchLink fieldCode="AR" term="%22Collins%2C+Belva+C%2E%22">Collins, Belva C.</searchLink><br /><searchLink fieldCode="AR" term="%22Spooner%2C+Fr%22">Spooner, Fr</searchLink><br /><searchLink fieldCode="AR" term="%22Olcay-Gul%2C+Seray%22">Olcay-Gul, Seray</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. Aug 2017 40(3):225-245.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
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  Data: 2017
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22General+Education%22">General Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/0888406417703751
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0888-4064
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students' outcomes. Three teacher-student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
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  Data: 50
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1148241
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1148241
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    Identifiers:
      – Type: doi
        Value: 10.1177/0888406417703751
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 225
    Subjects:
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: General Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Prompting
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Generalization
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
    Titles:
      – TitleFull: Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students with Autism
        Type: main
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            NameFull: Tekin-Iftar, Elif
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          Name:
            NameFull: Collins, Belva C.
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            NameFull: Spooner, Fr
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            NameFull: Olcay-Gul, Seray
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              M: 08
              Type: published
              Y: 2017
          Identifiers:
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              Value: 0888-4064
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              Value: 40
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            – TitleFull: Teacher Education and Special Education
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