Jennifer R. Ottley

Bug-in-Ear Coaching: Impacts on Early Childhood Educators' Practices and Associations with Toddlers' Expressive Communication.

Many early childhood educators struggle to meet the communication needs of children with delays and disabilities. The purpose of this study was to examine the functional relation between bug-in-ear coaching and the frequency of educators’ correct use of targeted communication strategies, as well as associations with children’s expressive communication. Four multiple-baseline single-case intervention design experiments were completed. Dependent variables were educators’ use of communication strategies and the expressive communication of children with delays or disabilities. Bug-in-ear improved educators’ implementation of at least one communication strategy for each educator. Effect sizes were large for three educators and moderate for one. Each behavior successfully implemented during intervention was maintained at moderate levels or better, while behaviors implemented with greater variability during intervention were not maintained. Associations with children’s expressive communication were questionable/small during both intervention and maintenance. Outcomes suggest that bug-in-ear is a socially valid practice that shows promise of effectiveness in inclusive early childhood environments. Implications and future directions are provided.

Pre-service teacher use of communication strategies upon receiving immediate feedback ☆

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.

The Social Validity of Bug-in-Ear Coaching: Findings From Two Studies Implemented in Inclusive Early Childhood Environments

Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with preservice and in-service early childhood educators. Data from two studies were qualitatively analyzed to describe early childhood educators’ perceptions of the acceptability of bug-in-ear coaching with respect to the learning opportunities provided, feasibility, difficulties, and child-level outcomes. Findings suggest that BIE is deemed to be important and effective at producing educator and child outcomes. Further, educators are satisfied with the intervention and view it to be an acceptable means for receiving professional development.

ECoaching Across Routines to Enhance Teachers’ Use of Modeling

The purpose of this research was to determine the impact of eCoaching on two special education teachers’ use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers’ use of three modeling strategies. Each of the three strategies was a method to model language for children, and they were randomized to three different routines. Results suggest that eCoaching increased teachers’ use of modeling strategies and that eCoaching is a socially valid intervention. Considerations for practice and future research are discussed.

Explaining variance and identifying predictors of children’s communication via a multilevel model of single-case design research

Abstract The purpose of this study was to explain the variability in data collected from a single-case design study and to identify predictors of communicative outcomes for children with developmental delays or disabilities (n = 4). Using SAS® University Edition, we fit multilevel models with time nested within children. Children’s initial levels of communication and teachers’ frequency of strategy use when directed at the children predicted childrens communicative outcomes. These results indicate that teachers’ implementation of evidence-based communication strategies, when directed toward children with disabilities, and the interaction between their use of the strategies and childrens initial levels of communication predict childrens communicative outcomes. Implications for research and practice are provided.

Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers:

A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers’ use of two targeted naturalistic communication strategies and focus children’s responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers’ use of communication strategies and the appropriate responses of children with communication difficulties. Moreover, novice teachers reported that bug-in-ear eCoaching was a socially valid intervention.

Real-Time Coaching With Bug-in-Ear Technology

Variability in the quality of adult-child interactions among caregivers of young children can be problematic for children’s development. However, professional development has been successful in improving caregivers’ positive interactions with children. Blending principles of adult learning theory with technology-based coaching can provide a comprehensive intervention for caregivers of young children. This article highlights how bug-in-ear coaching can provide support to caregivers working with children who have disabilities or other risk factors. Suggestions are provided to support service providers in the planning and implementation of bug-in-ear coaching from a collection of research using bug-in-ear with both early childhood educators and parents.

Associations Among Professional Development, Teachers’ Use of Naturalistic Language Strategies, and Preschoolers’ Functional Communication

ABSTRACT Research Findings: Naturalistic instruction is the intentional use of strategies embedded within typical activities of the environment to create learning opportunities for children. We used multilevel modeling to analyze data from this single-case design study that focused on improving teachers’ use of naturalistic language strategies and children’s communication through professional development with bug-in-ear coaching. Our results showed that professional development was positively associated with children’s communication during and after professional development. During generalization sessions in different types of activities, teachers’ use of the naturalistic language strategies was positively associated with children’s functional communication. We also found that children were more likely to communicate during child-led activities. Practice or Policy: Associations among professional development, teachers’ use of evidence-based strategies, and children’s outcomes have yet to be fully understood. Administrators and professional development providers should support teachers’ use of naturalistic language strategies to create equitable exposure to language-learning opportunities for all children. Moreover, professional development efforts should support teachers’ intentional use of child-led activities to embed language-learning opportunities based on children’s interests. Finally, to strengthen children’s generalization of skills across routines, professional development providers should identify methods to support teachers’ generalized use of strategies within the typical activities of the setting.

Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers’ Use of Communication Strategies

The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies. We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers’ use of communication strategies, the teachers’ maintenance of strategies post intervention, and the social validity of the intervention. Four early childhood co-teacher dyads participated in the single-case design study. Data were analyzed through visual analysis and masked visual analysis. Results indicate that three of the four teacher dyads increased the frequency with which they used the strategies, with one dyad sustaining their use of targeted strategies post intervention. All teachers perceived that the intervention had positive effects on their children and indicated that bug-in-ear peer coaching was an acceptable form of professional development. Nonetheless, implications for research and practice are discussed to ensure that performance-based feedback is as meaningful as possible.

eCoaching to Enhance Special Educator Practice and Child Outcomes.

Research suggests that there is a gap in what we know is best practice and what is taking place in inclusive early childhood classrooms for children identified with autism spectrum disorder. The purpose of this single-case design study was to examine the effect of eCoaching on (a) a preschool special educators use of embedded learning opportunities, (b) childrens responses to target embedded learning opportunities, and (c) childrens expressive communication. Results suggest positive effects on the teachers use of embedded learning opportunities, increases in child opportunities to practice communication, and variable effects on child communicative outcomes. Implications for practice and future research are discussed.