The purpose of this study was to examine the relationship between coaching provided with bug-in-ear technology, the frequency of the early childhood educators' use of targeted communication strategies and children's expressive communication. Four multiple-baseline single-case design experiments were completed to evaluate these relationships. Social validity data were collected through questionnaires with participating and non-participating early childhood professionals. All data were analyzed individually for each dyad and cumulatively across the four experiments. Bug-in-ear effectively improved the educators' implementation of at least one targeted communication strategy for each educator. Effect sizes were large for three educators and moderate for one. Each behavior successfully implemented during intervention was maintained, at moderate levels or better. Three educators generalized one behavior. Impacts on the children were questionable or small during both intervention and maintenance. The outcomes suggest that bug-in-ear is a socially valid practice that shows promise of effectiveness supporting educators in inclusive early childhood environments. Additional research is necessary to determine the necessary dosage of feedback, characteristics of the feedback content, and strategies for generalization that are most likely to produce positive outcomes for both educators and children. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2013. / May 23, 2013. / Bug-in-Ear, Coaching, Early Intervention, Embedded Interventions, Inclusion,
Professional Development / Includes bibliographical references. / Mary Frances Hanline, Professor Directing Dissertation; Juliann Woods, University Representative; Jeanne Wanzek, Committee Member; Sandra Lewis, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_183876 |
| Contributors | Riggie, Jennifer (authoraut), Hanline, Mary Frances (professor directing dissertation), Woods, Juliann (university representative), Wanzek, Jeanne (committee member), Lewis, Sandra (committee member), School of Teacher Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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