Efficacy of Individualized Clinical Coaching in a Virtual Reality Classroom for Increasing Teachers' Fidelity of Implementation of Discrete Trial Teaching

    Authors

    K. V. Garland; E. Vasquez;C. Pearl

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    Educ. Train. Autism Dev. Disabil.

    Keywords

    AUTISM SPECTRUM DISORDERS; STUDENTS; CHILDREN; EDUCATION; BEHAVIOR; SKILLS; Education, Special; Rehabilitation

    Abstract

    Discrete-trials teaching (DTT) is an evidence-based practice used in educational programs for children with autism spectrum disorders (ASD). Although there is strong demand for preparing teachers to effectively implement DTT, there is a scarcity of published research on such studies. A multiple baseline across participants design was utilized to determine if there was a functional relationship between individualized clinical coaching within the TLE TeachLivE (TM) virtual classroom laboratory and teachers' fidelity of implementation of discrete trial teaching when working with a student with ASD. Following intervention, participants' DTT accuracy improved on average from 37% to 87%, a 50% increase over a maximum of six, 15 minute sessions. These results indicate that such training has considerable potential for teaching DTT to educators. Implications and suggestions for future research for teacher preparation that utilizes individualized clinical coaching within a virtual classroom are discussed.

    Journal Title

    Education and Training in Autism and Developmental Disabilities

    Volume

    47

    Issue/Number

    4

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    502

    Last Page

    515

    WOS Identifier

    WOS:000311818000010

    ISSN

    2154-1647

    Share

    COinS