Year of Publication

2017

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Jennifer Grisham-Brown

Abstract

With accountability on the rise, educators are changing their focus to optimizing instructional strategies in the classroom. Their job performance depends upon their ability to show progress on child outcomes. One way teachers advance this process is by executing more evidence-based practices in their classroom. There is a lack of research in early childhood that report treatment integrity of the treatment package. This study utilized a multicomponent coaching intervention to increasing treatment fidelity of teacher implementation of naturalistic teaching strategies in an early childhood classroom. This coaching intervention could prove to be more efficient and practical for educators. This study added to the external validity and generalization of the findings in an early childhood classroom by using one-two year old children with social communication delays. This study found a functional relationship between training early childhood teachers through a multicomponent coaching intervention and the increase in treatment fidelity of implementing naturalistic teaching strategies with children with communication delays. The percentage of child responses per opportunity increased once the teachers implemented the strategies.

Digital Object Identifier (DOI)

https://doi.org/10.13023/ETD.2017.288

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