Abstract
Coaching is gaining attention as a promising professional development approach in early education. However, in practice, many adult educators continue to rely on methods with inconsistent effectiveness, such as one-time trainings and workshops. In addition, there is limited evidence supporting the use of specific coaching models in early education. This article describes the development and pilot study of a coaching model developed to support early education teams in implementation of the supplemental intervention for preschoolers with autism, Advancing Social-communication and Play (ASAP). Two early education teams were assigned to each of the following groups: those who received ASAP training, those who received ASAP training and coaching, and a control group that received no support related to the intervention. Through descriptive analysis of qualitative and quantitative data, preliminary results of this pilot study suggest the coaching model impacted teams’ collaborative practices and adherence to key elements of the intervention approach. Implications and practical applications are outlined for early education professionals and researchers who may implement coaching to support intervention efforts for students with autism.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bruder, M. B., Mogro-Wilson, C., Stayton, V. D., & Dietrich, S. L. (2009). The national status of in-service professional development systems for early intervention and early childhood special education practitioners. Infants & Young Children, 22(1), 13–20.
Casey, A. M., & McWilliam, R. A. (2011). The characteristics and effectiveness of feedback interventions applied in early childhood settings. Topics in Early Childhood Special Education, 31(2), 68–77.
Chang, F., Early, D. M., & Winton, P. J. (2005). Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. Journal of Early Intervention, 27(2), 110–124.
Cornett, J., & Knight, J. (2009). Research on coaching. In J. Knight (Ed.), Coaching: Approaches and perspectives (pp. 192–216). Thousand Oaks, CA: Corwin Press.
Dykstra, J. R., Boyd, B. A., Watson, L. R., Crais, E. R., & Baranek, G. T. (2011). The impact of advancing social-communication and play (ASAP) intervention on preschoolers with autism spectrum disorder. Online First: Autism.
Fox, L., Hemmeter, M., Snyder, P., Binder, D. P., & Clarke, S. (2011). Coaching early childhood special educators to implement the comprehensive model for promoting young children’s social competence. Topics in Early Childhood Special Education, 31, 178–192.
Gallacher, K. (1997). Supervision, mentoring, & coaching: Methods for supporting personnel development. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 191–214). Baltimore: Brookes.
Hanft, B. E., Rush, D. D., & Shelden, M. L. (2004). Coaching families and colleagues in early childhood. Baltimore: Brookes.
Hendrickson, J. M., Gardner, N., Kaiser, A., & Riley, A. (1993). Evaluation of a social interaction coaching program in an integrated day-care setting. Journal of Applied Behavior Analysis, 26(2), 213–225.
Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8(2), 79–87.
Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants & Young Children, 16(1), 9–21.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). An andragogical process model for learning. In The adult learner: The definitive classic in adult education and human resource development (6th ed., pp. 115–138). Burlington, MA: Butterworth-Heinemann.
Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532–566.
Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure, 54, 275–282.
Rush, D. D., Shelden, M. L., & Hanft, B. E. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants & Young Children, 16(1), 33–47.
Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15, 85–109.
Scheuermann, B., Webber, J., Boutot, E. A., & Goodwin, M. (2003). Problems with personnel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 197–206.
Schwartz, H., & Drager, K. D. (2008). Training and knowledge in autism among speech-language pathologists: A survey. Language, Speech, and Hearing Services in Schools, 39(1), 66–77.
Solomon, M., Ono, M., Timmer, S., & Goodlin-Jones, B. (2008). The effectiveness of parent–child interaction therapy for families of children on the autism spectrum. Journal of Autism and Developmental Disorders, 38(9), 1767–1776.
Suhrheinrich, J. (2011). Training teachers to use pivotal response training with children with autism: Coaching as a critical component. Teacher Education and Special Education, 34, 339–349.
Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses, 2(12), 1–33.
Tschantz, J. M., & Vail, C. O. (2000). Effects of peer coaching on the rate of responsive teacher statements during a child-directed period in an inclusive preschool setting. Teacher Education and Special Education, 23(3), 189–201.
Watson, L., Boyd, B., Baranek, G., & Crais, E. (2011). Advancing social-communication and play (ASAP): An intervention program for preschoolers with autism. Unpublished manual, The University of North Carolina at Chapel Hill, Chapel Hill.
Winton, P. J. (2000). Early childhood intervention personnel preparation: Backward mapping for future planning. Topics for Early Childhood Special Education, 20(2), 87–94.
Zwart, R. C., Wubbels, T., Bergen, T., & Bolhuis, S. (2009). Which characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students? Journal of Teacher Education, 60(3), 243–257.
Acknowledgments
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324B070056 to UNC-Chapel Hill. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. We would also like to acknowledge the practitioners, children, and families who participated and provided feedback throughout the development process.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Wilson, K.P., Dykstra, J.R., Watson, L.R. et al. Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study. Early Childhood Educ J 40, 97–105 (2012). https://doi.org/10.1007/s10643-011-0493-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-011-0493-6