We are currently in an era of accountability, so the need for measuring fidelity of implementation is gaining attention. However, there is little research in the area of fidelity of implementation and an inclusive early childhood classroom. In addition, most of the research is conducted using teachers. This study examined the fidelity of implementation by two teaching assistants using the teaching strategies of time delay and system of least prompts with children with and without disabilities in an inclusive early childhood setting. A multiple-probe design with conditions across two behaviors and across two participants design was used to determine the effects of teaching assistants’ fidelity of implementation of evidence-based teaching strategies. Also a multiple probe across two behaviors, replicated across children was used. Most importantly, the results showed that teaching assistants could implement systematic teaching strategies with fidelity. Secondly, the children were able to make progress towards their target skills.
| Identifer | oai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:edsrc_etds-1009 |
| Date | 01 January 2014 |
| Creators | Crawford, Rebecca V |
| Publisher | UKnowledge |
| Source Sets | University of Kentucky |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling |
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