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Tekin-Iftar, Elif; Collins, Belva C.; Spooner, Fred; Olcay-Gul, Seray – Teacher Education and Special Education, 2017
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…
Descriptors: Autism, Pervasive Developmental Disorders, Coaching (Performance), Teaching Methods
Vince Garland, Krista M.; Holden, Kara; Garland, Dennis Patrick – Teacher Education and Special Education, 2016
One of the challenges facing educators who teach students with autism spectrum disorders is implementing evidence-based practices (EBPs) with fidelity. One EBP used to help such learners in acquiring targeted behavioral or academic skills is prompting. In this study, the authors examine the efficacy of individualized clinical coaching (ICC) of…
Descriptors: Coaching (Performance), Beginning Teachers, Graduate Students, Autism