Date Available
6-27-2018
Year of Publication
2018
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Jennifer Grisham-Brown
Abstract
This study examined the fidelity of implementation by four Head Start teachers using the teaching strategies of constant time delay, enhanced milieu teaching, and system of least prompts with children with and without disabilities in an inclusive early childhood setting. The teachers worked with the researcher to determine appropriate skills to target for each teaching strategy. A multiple probe across behaviors design replicated across four teachers was used to determine the effects of teachers’ fidelity of implementation of evidence-based teaching strategies. The results showed that Head Start teachers could implement systematic teaching strategies with fidelity. The study also examined if children with and without disabilities can make progress towards their target skills. The results showed that children were able to make progress towards their target skills.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2018.245
Recommended Citation
Crawford, Rebecca V., "TRAINING TEACHERS TO IMPLEMENT SYSTEMATIC STRATEGIES IN PRESCHOOL CLASSROOMS WITH FIDELITY" (2018). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 60.
https://uknowledge.uky.edu/edsrc_etds/60
