Reciprocal Peer Coaching and Teaching Teams’ Use of Pyramid Model Practices

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2021-02-10 DOI:10.1177/1053815121993225

Adrienne K. Golden, M. Hemmeter, Marisa Edmonds, Jennifer R. Ledford

引用次数: 6

Abstract

A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams’ implementation of Pyramid Model (PM) practices. In this study, teaching teams (three dyads and one triad) were provided with training around the use of targeted PM practices and reciprocal peer coaching. Coaching required teachers within each team to observe and provide feedback to one another around their use of targeted PM practices. Data from this study indicate reciprocal peer coaching is an effective and efficient way for early childhood teaching teams to increase their use of PM practices. Increased use of PM practices generalized across classroom activities and maintained following the removal of peer coaching. Results, limitations, impacts on the field, and next steps are discussed.

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互惠同伴辅导和教学团队使用金字塔模型实践

采用跨行为的多重探针设计，在教学团队中复制，用于评估培训加对等同伴指导对教学团队实施金字塔模型实践的有效性。在本研究中，教学团队(三个二人组和一个三人组)接受了针对性项目管理实践和互惠同伴指导的培训。指导要求每个团队中的教师观察并就目标项目管理实践的使用向彼此提供反馈。本研究的数据表明，对等同伴指导是幼儿教学团队增加项目管理实践的有效途径。在课堂活动中增加项目管理实践的使用，并在同伴指导取消后保持。讨论了结果、局限性、对该领域的影响以及下一步的工作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.