Recommended and best practices support the use of coaching strategies in promoting child and family outcomes in Early Intervention (EI) programs. However, practitioners have found it challenging to shift to a coaching approach with families, and t...
Early intervention models such as Response to Intervention have shown promise in reducing risk of academic failure (Bursuck et al., 2005; Foorman, Fletcher, Francis, & Schatschneider, 1998). General education teachers assume primary responsibility...
Recent legislation and accountability efforts in K-12 schools have increased the need to support and maintain high-quality teachers through enhanced professional development and teacher training efforts. As districts and schools seek new and innov...
Recent legislation and accountability efforts in K-12 schools have increased the need to support and maintain high-quality teachers through enhanced professional development and teacher training efforts. As districts and schools seek new and innov...
The North Carolina (NC) Teacher Evaluation Process (TEP) is used to evaluate Pre-K – 12th grade teachers. Early Childhood Educators (ECEs) who have obtained Birth - Kindergarten licensure are unique in that they work with children with and without...
The purpose of this study was to evaluate the effects of coaching on special education teachers' implementation of function-based interventions with students with severe disabilities through the use of a delayed multiple baseline across participan...