The Effects of Coaching on Teachers' Use of Function-Based Interventions for Students with Severe Disabilities

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Bethune, K. (2012). The Effects of Coaching on Teachers' Use of Function-Based Interventions for Students with Severe Disabilities. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this study was to evaluate the effects of coaching on special education teachers' implementation of function-based interventions with students with severe disabilities through the use of a delayed multiple baseline across participants design. This study also sought to examine if teachers could generalize the ability to implement function-based interventions to different situations with their students. Additionally, this study examined the effect of the function-based intervention on the students' problem and replacement behaviors. After an initial training on completion of FBAs and implementation of function-based interventions, coaching was provided by the researcher to each teacher. Results indicated that there was a functional relationship between implementation of the coaching procedure and an increase in teacher fidelity scores. Teachers demonstrated the ability to generalize the strategies to another situation with the target student. While some improvement in student behavior was noted upon teachers implementation of the function-based intervention without coaching (e.g., teacher baseline), this improvement was not consistent for all students and across the replacement behaviors. A functional relationship was found between accurate implementation of the function-based interventions (e.g., the coaching phase) and an increase in the students' primary replacement behaviors.

Details
Author

Bethune, Keri

Title

The Effects of Coaching on Teachers' Use of Function-Based Interventions for Students with Severe Disabilities

Physical Description

1 online resource (135 pages) : PDF

Date

2012

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this study was to evaluate the effects of coaching on special education teachers' implementation of function-based interventions with students with severe disabilities through the use of a delayed multiple baseline across participants design. This study also sought to examine if teachers could generalize the ability to implement function-based interventions to different situations with their students. Additionally, this study examined the effect of the function-based intervention on the students' problem and replacement behaviors. After an initial training on completion of FBAs and implementation of function-based interventions, coaching was provided by the researcher to each teacher. Results indicated that there was a functional relationship between implementation of the coaching procedure and an increase in teacher fidelity scores. Teachers demonstrated the ability to generalize the strategies to another situation with the target student. While some improvement in student behavior was noted upon teachers implementation of the function-based intervention without coaching (e.g., teacher baseline), this improvement was not consistent for all students and across the replacement behaviors. A functional relationship was found between accurate implementation of the function-based interventions (e.g., the coaching phase) and an increase in the students' primary replacement behaviors.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Based
Coaching
Disabilities
Function
Intervention
Severe

Subject Area

Special Education

Advisor(s)

Wood, Charles

Committee Members

Lo, Ya-yu
Spooner, Fred
Reeve, Charlie

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2012.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Bethune_uncc_0694D_10284

Permalink

http://hdl.handle.net/20.500.13093/etd:508