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

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Journal of Early Intervention Volume 40, Number 1, ISSN 1053-8151

Abstract

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.

Citation

Grygas Coogle, C., Ottley, J.R., Rahn, N.L. & Storie, S. (2018). Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers. Journal of Early Intervention, 40(1), 87-103. Retrieved December 3, 2021 from .

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