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Distance Coaching for Pre-service Teachers: Impacts on Children’s Functional Communication in Inclusive Preschool Classrooms

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Abstract

This article reports the results of a post hoc analysis of child data from a single-case multiple-probe study of pre-service teachers’ use of communication strategies before, while, and after receiving distance coaching. Data were analyzed for the number of functional communication utterances used by groups of preschool children with and without disabilities who participated in activities. Results suggest pre-service teachers’ use of evidence-based communication strategies was related to increased functional communication by children in the inclusive preschool classrooms. Implications for future research and classroom practices are discussed.

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Authors and Affiliations

  1. College of Education and Human Services, West Virginia University, 355 Oakland Street, Morgantown, WV, 26505, USA

    Sloan Storie & Naomi Rahn

  2. Department of Special Education, Duquesne University, 600 Forbes Ave, Pittsburgh, PA, 15282, USA

    Christan Grygas Coogle

  3. Department of Teacher Education, Ohio University, 79 South Court Street, Athens, OH, 45701, USA

    Jennifer Riggie Ottley

Authors
  1. Sloan Storie
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  2. Christan Grygas Coogle
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  3. Naomi Rahn
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  4. Jennifer Riggie Ottley
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Correspondence to Sloan Storie.

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Storie, S., Coogle, C.G., Rahn, N. et al. Distance Coaching for Pre-service Teachers: Impacts on Children’s Functional Communication in Inclusive Preschool Classrooms. Early Childhood Educ J 45, 735–743 (2017). https://doi.org/10.1007/s10643-016-0824-8

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