The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units / Janet I. GOODMAN in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.207-216 Titre : The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units Type de document : Texte imprimé et/ou numérique Auteurs : Janet I. GOODMAN, Auteur ; Michael P. BRADY, Auteur ; Mary Lou DUFFY, Auteur ; Jack SCOTT, Auteur ; Nancy E. POLLARD, Auteur Année de publication : 2008 Article en page(s) : p.207-216 Langues : Anglais (eng) Mots-clés : bug-in-ear-technology learn-units teacher-supervision coaching feedback Index. décimale : PER Périodiques Résumé : Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using "bug-in-ear" technology to coach them to deliver effective instructional interactions: "learn units." Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic "bugs." For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers. En ligne : http://dx.doi.org/10.1177/1088357608324713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units [Texte imprimé et/ou numérique] / Janet I. GOODMAN, Auteur ; Michael P. BRADY, Auteur ; Mary Lou DUFFY, Auteur ; Jack SCOTT, Auteur ; Nancy E. POLLARD, Auteur . - 2008 . - p.207-216. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.207-216 Mots-clés : bug-in-ear-technology learn-units teacher-supervision coaching feedback Index. décimale : PER Périodiques Résumé : Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using "bug-in-ear" technology to coach them to deliver effective instructional interactions: "learn units." Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic "bugs." For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers. En ligne : http://dx.doi.org/10.1177/1088357608324713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

The Effects of Covert Audio Coaching on the Job Performance of Supported Employees / Kyle D. BENNETT in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.173-185 Titre : The Effects of Covert Audio Coaching on the Job Performance of Supported Employees Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Michael P. BRADY, Auteur ; Jack SCOTT, Auteur ; Charles DUKES, Auteur ; Michael FRAIN, Auteur Année de publication : 2010 Article en page(s) : p.173-185 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings. En ligne : http://dx.doi.org/10.1177/1088357610371636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] The Effects of Covert Audio Coaching on the Job Performance of Supported Employees [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Michael P. BRADY, Auteur ; Jack SCOTT, Auteur ; Charles DUKES, Auteur ; Michael FRAIN, Auteur . - 2010 . - p.173-185. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.173-185 Index. décimale : PER Périodiques Résumé : The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings. En ligne : http://dx.doi.org/10.1177/1088357610371636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

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