Effects of Coaching and Data-based Feedback on Teacher Implementation of Enhanced Milieu Teaching (EMT)

被引:0
|
作者
McLeod, Ragan H. [1 ]
机构
[1] Univ Alabama, Dept Special Educ & Multiple Abil, Tuscaloosa, AL 35487 USA
关键词
PROFESSIONAL-DEVELOPMENT; PRESCHOOL CLASSROOMS; LANGUAGE; VOCABULARY; CHILDREN; RISK; INTERVENTION; COMMUNICATION; ACHIEVEMENT; INSTRUCTION;
D O I
10.1080/02702711.2021.1968086
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Supporting language skills for children who evidence delays in preschool is an important area of focus for school-age reading outcomes. Two preschool teachers were trained to implement a play-based language intervention, Enhanced Milieu Teaching (EMT), with children from low-income households with delayed language skills. A multiple-baseline single case design study was implemented to measure the effects of coaching and data-based feedback on teachers' use of EMT practices. One teacher reached criterion levels on all three behaviors, while the second was unable to reach criterion levels on all behaviors due to absences and the end of the school year. Teachers' use of EMT strategies generalized to lesser extents to uncoached sessions.
引用
收藏
页码:858 / 872
页数:15
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