Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study

被引：21
作者：
Kaitlyn P. Wilson
Jessica R. Dykstra
Linda R. Watson
Brian A. Boyd
Elizabeth R. Crais
机构：
[1] Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC
[2] Division of Occupational Science and Occupational Therapy, University of North Carolina at Chapel Hill, Chapel Hill, NC
来源：
Early Childhood Education Journal | 2012年 / 40卷 / 2期
关键词：
Adult education; Autism; Coaching; Intervention; Professional development;
D O I：
10.1007/s10643-011-0493-6
中图分类号：
学科分类号：
摘要：
Coaching is gaining attention as a promising professional development approach in early education. However, in practice, many adult educators continue to rely on methods with inconsistent effectiveness, such as one-time trainings and workshops. In addition, there is limited evidence supporting the use of specific coaching models in early education. This article describes the development and pilot study of a coaching model developed to support early education teams in implementation of the supplemental intervention for preschoolers with autism, Advancing Social-communication and Play (ASAP). Two early education teams were assigned to each of the following groups: those who received ASAP training, those who received ASAP training and coaching, and a control group that received no support related to the intervention. Through descriptive analysis of qualitative and quantitative data, preliminary results of this pilot study suggest the coaching model impacted teams' collaborative practices and adherence to key elements of the intervention approach. Implications and practical applications are outlined for early education professionals and researchers who may implement coaching to support intervention efforts for students with autism. © 2011 Springer Science+Business Media, LLC.
引用
收藏
页码：97 / 105
页数：8
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