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Journal articles on the topic 'Ear-coaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Ottley, Jennifer Riggie, and Mary Frances Hanline. "Bug-in-Ear Coaching." Journal of Early Intervention 36, no. 2 (2014): 90–110. http://dx.doi.org/10.1177/1053815114563614.

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2

Ottley, Jennifer Riggie. "Real-Time Coaching With Bug-in-Ear Technology." Young Exceptional Children 19, no. 3 (2016): 32–46. http://dx.doi.org/10.1177/1096250615576806.

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3

Rosenberg, Nancy, and Rachelle N. Huntington. "Distance Bug-in-Ear Coaching: A Guide for Practitioners." Behavior Analysis in Practice 14, no. 2 (2021): 523–33. http://dx.doi.org/10.1007/s40617-020-00534-8.

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4

Owens, Tosha L., Ya-yu Lo, and Belva C. Collins. "Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity." Journal of Special Education 54, no. 2 (2019): 67–79. http://dx.doi.org/10.1177/0022466919852706.

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In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects of teachers’ implementation on the on-task behavior of four target students. Results of the multiple probe across participants design showed that there was a functional relation between the tiered co

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5

Regan, Kelley, and Margaret P. Weiss. "Bug-in-Ear Coaching for Teacher Candidates: What, Why, and How to Get Started." Intervention in School and Clinic 55, no. 3 (2019): 178–84. http://dx.doi.org/10.1177/1053451219842218.

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Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback. A technology-enabled practice for providing real-time feedback is bug-in-ear (BIE) coaching. This article provides a step-by-step guide for BIE coaching.

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6

Ottley, Jennifer R., Christan Grygas Coogle, Naomi L. Rahn, and Caitlin F. Spear. "Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers’ Use of Communication Strategies." Topics in Early Childhood Special Education 36, no. 4 (2016): 218–29. http://dx.doi.org/10.1177/0271121416631123.

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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 wit

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7

Ottley, Jennifer R., Shayne B. Piasta, Christan Grygas Coogle, Caitlin F. Spear, and Naomi L. Rahn. "Implementation of Bug-in-Ear Coaching by Community-Based Professional Development Providers." Early Education and Development 30, no. 3 (2018): 400–422. http://dx.doi.org/10.1080/10409289.2018.1545500.

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8

Ennis, Robin Parks, David James Royer, Kathleen Lynne Lane, and Kristin Diane Dunlap. "The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review." Behavioral Disorders 45, no. 3 (2019): 148–66. http://dx.doi.org/10.1177/0198742919839221.

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In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not ty

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9

Randolph, Kathleen M., Mary Lou Duffy, Michael P. Brady, Cynthia L. Wilson, and Mary Catherine Scheeler. "The Impact of iCoaching on Teacher-Delivered Opportunities to Respond." Journal of Special Education Technology 35, no. 1 (2019): 15–25. http://dx.doi.org/10.1177/0162643419836414.

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Coaching in the school setting typically follows the traditional format of preconference, observe, and postconference, where feedback on teaching performance is shared but often delayed. Professional development (PD) provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between PD and student performance, and iCoaching can help to bridge the gap. In this study, four teachers participated in a focused PD session and subsequent iCoaching sessions where the r

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10

Artman-Meeker, Kathleen, Nancy Rosenberg, Natalie Badgett, Xueyan Yang, and Ashley Penney. "The Effects of Bug-in-Ear Coaching on Pre-Service Behavior Analysts’ Use of Functional Communication Training." Behavior Analysis in Practice 10, no. 3 (2017): 228–41. http://dx.doi.org/10.1007/s40617-016-0166-4.

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11

Ottley, Jennifer R., Christan Grygas Coogle, and Naomi L. Rahn. "The Social Validity of Bug-in-Ear Coaching: Findings From Two Studies Implemented in Inclusive Early Childhood Environments." Journal of Early Childhood Teacher Education 36, no. 4 (2015): 342–61. http://dx.doi.org/10.1080/10901027.2015.1100146.

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12

Scheeler, Mary Catherine, Stephanie Morano, and David L. Lee. "Effects of Immediate Feedback Using Bug-in-Ear With Paraeducators Working With Students With Autism." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 1 (2016): 24–38. http://dx.doi.org/10.1177/0888406416666645.

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In today’s autistic-support classrooms, paraeducators are tasked with working with our neediest students yet report that they are unprepared for their roles despite attempts at training. The special education teachers who are tasked with coaching and supervising several paraeducators at a time in their classrooms report that they too are unprepared to work with paraeducators in this capacity. In this study, the authors examine the effects of the special education teacher providing immediate feedback via bug-in-ear to the paraeducator on increasing a specific teaching behavior, providing contin

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13

Scheeler, Mary Catherine, Marissa Congdon, and Sam Stansbery. "Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 33, no. 1 (2010): 83–96. http://dx.doi.org/10.1177/0888406409357013.

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14

Horn, Annemarie L. "eCoaching in Rural Secondary Settings When Teaching Students With Intellectual and Other Developmental Disabilities." Rural Special Education Quarterly 40, no. 3 (2021): 167–75. http://dx.doi.org/10.1177/87568705211027980.

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Special education teachers in rural settings face unique challenges related to providing transition services to secondary students with intellectual and other developmental disabilities (IDD). Geographically isolated school districts tend to have limited collaborative partnership opportunities and access to quality professional development to offer teachers and paraeducators, including classroom-based coaching. Fortunately, advances in technology have shown eCoaching with Bug-in-Ear (BIE) technology to be a viable method for providing performance feedback (PF) to both teachers and paraeducator

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15

Rosenberg, Nancy E., Kathleen Artman-Meeker, Elizabeth Kelly, and Xueyan Yang. "The Effects of a Bug-in-Ear Coaching Package on Implementation of Incidental Teaching by Paraprofessionals in a K-12 School." Journal of Behavioral Education 29, no. 2 (2020): 409–32. http://dx.doi.org/10.1007/s10864-020-09379-1.

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16

Rock, Marcia L., Madeleine Gregg, Robert A. Gable, and Naomi P. Zigmond. "Virtual Coaching for Novice Teachers." Phi Delta Kappan 91, no. 2 (2009): 36–41. http://dx.doi.org/10.1177/003172170909100209.

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17

Weiss, Margaret, Kelley Regan, Leigh Ann Kurz, Andrew Orenstein, and Kevin Good. "Using Bug-In-Ear Coaching to Improve Instruction." Innovations in Teaching & Learning Conference Proceedings 7, no. 1 (2015). http://dx.doi.org/10.13021/g8bw2f.

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Feedback on teaching has traditionally been provided through observation and subsequent discussion. However, Rock et al. (2009) state that "researchers have demonstrated that consistent delivery of immediate, positive, corrective, and specific feedback can influence both teacher attitudes and teacher behavior" (p. 65). Using the combination of video streaming and bug-in-ear technology, Rock and colleagues have been able to coach teachers while they are delivering instruction to use effective practices (e.g., Rock et al., 2014).This presentation will highlight findings from an ongoing project t

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18

Nagro, Sarah A., Kelley Regan, Christan Coogle, Kristen M. O’Brien, Alexandra R. Raines, and Clarissa B. Wade. "Promoting Reflective Ability Through a Comprehensive Field Experience That Combined Video Analysis and Bug-In-Ear Coaching." Journal of Special Education Technology, June 16, 2021, 016264342110220. http://dx.doi.org/10.1177/01626434211022005.

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The purpose of this study was to investigate the effectiveness of promoting special education teacher candidates’ reflective ability through a comprehensive field experience that combined (a) reflecting-on-action through video analysis with (b) reflecting-in-action through bug-in-ear coaching with real-time feedback. First, we implemented two concurrent single case designed studies to examine the functional relation between the comprehensive field experience and teacher candidates’ reflective ability. Second, we used qualitative methodologies to explore teacher candidates’ perceptions of the r

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19

Kincheloe, Pamela J. "The Shape of Air: American Sign Language as Narrative Prosthesis in 21st Century North American Media." M/C Journal 22, no. 5 (2019). http://dx.doi.org/10.5204/mcj.1595.

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The word “prosthetic” has its origins as a mathematical term. According to scholar Brandon W. Hawk, Plato uses the words prosthesis and prostithenai in Phaedo to mean "addition, add to, to place", and Aristotle uses it in a similar, algebraic sense in the Metaphysics. Later, as the word appears in classical Latin, it is used as a grammatical and rhetorical term, in the sense of a letter or syllable that is added on to a word, usually the addition of a syllable to the beginning of a word, hence pro-thesis (Hawk). This is the sense of the word that was “inherited … by early modern humanists”, sa

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