Abstract

The purpose of this research was to investigate the impact of immediate feedback through bug-in-ear eCoaching on early childhood special education pre-service teachers' use of communication strategies using an activity-based intervention approach. Three early childhood special education pre-service teachers participated in this study. A multiple-probe, single-case design was used to determine the effects of immediate feedback through bug-in-ear eCoaching on teachers' use of communication strategies. Results indicate that immediate feedback through bug-in-ear eCoaching enhanced pre-service teachers' use of communication strategies within small-group activities. Implications for practice and future research are discussed. [This article was published in "Early Childhood Research Quarterly," v32 p105-115 2015.]

Citation

Coogle, C.G., Rahn, N.L. & Ottley, J.R. (2015). Pre-Service Teacher Use of Communication Strategies upon Receiving Immediate Feedback. Grantee Submission, 32(1), 105-115. Retrieved March 25, 2023 from https://www.learntechlib.org/p/195227/.

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Keywords

• autism
• case studies
• Coaching (Performance)
• Communication Strategies
• early childhood education
• evidence based practice
• Generalization
• Instructional Effectiveness
• Internship Programs
• Interrater Reliability
• Intervention
• Likert Scales
• preservice teachers
• Prompting
• Questionnaires
• Small Group Instruction
• special education
• student teaching
• Technology Uses in Education
• Validity