Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

Abstract

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

Teaching Practices in Inclusive Classrooms from the Perspective of Primary School Teacher Candidates: An Observation Study

“…Within the scope of the study, it is seen that very few classroom teachers use teaching strategies such as explaining the purpose of the lesson, giving details, summarizing the content or concepts. This finding is in line with the results of previous observational studies, which stated that teachers' teaching strategies such as summarizing the topic and explaining the purpose of the lesson are the least used strategies (Reddy et al, 2021;Sucuoğlu & Demirtaşlı, 2009). Although the tools and observers used in this study and other studies are different, the similarity of the findings gives an idea that teachers do not use such strategies.…”

“…For this reason, it is very important how teachers to realize the components of effective teaching in inclusive environments where students with special needs are present. In this regard, observation studies have started to attract more attention in terms of examining and evaluating teacher competencies and providing feedback on the content of education that students with special needs receive in inclusive environments (Biancarosa et al, 2010;Johnson et al, 2021;Reddy et al, 2021).…”

Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

“…Although existing research-based models for job-embedded PD have been found to be efficacious in multiple large-scale randomized trials for improving teacher/interventionist practices and student behavioral outcomes (e.g., Sheridan et al, 2012; Reddy et al, in press), none of these models have been systematically evaluated for their utility in assisting paraprofessionals in supporting individual student’s behavioral needs. Additional applications of these models and research on their use with paraprofessionals are needed.…”

“…Behavior consultation is based on behavior theory and behavior therapy (e.g., Ollendick & Cerny, 2013; Skinner, 1953). Like other behavioral consultation approaches with demonstrated efficacy in improving teacher/interventionist practices and student behavioral outcomes (e.g., Reddy et al, in press; Sheridan et al, 2012), BSC-P uses observational assessment data to identify (a) student needs and the mechanisms responsible for those needs (needs identification and needs analysis); (b) specific, observable, and measurable goals (goal setting); and (c) evidence-based interventions (plan implementation) that match students’ needs. Within this process, coaches provide regular modeling, support, and feedback during intervention implementation.…”

“…As paraprofessionals are providing support for a wide range of student needs in inclusion classrooms, the BSC-P approach and its emphasis on data-driven decision-making helps ensure that the coach and paraprofessional are maintaining a child-centered and solution-focused perspective while accurately capturing student progress (Glover, 2017). In a randomized controlled trial (RCT; Reddy & Glover, 2020) examining the efficacy of BSC-P, preliminary findings are promising for paraprofessional intervention fidelity (over 75%) and student behavior outcomes. Specifically, systematic observational data suggest significant ( p < .05) and clinically meaningful improvements in student academic engagement and inappropriate verbal and physical aggression (Cohen’s d effect sizes [ESs] of .68, .66, and .42, respectively).…”