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ECoaching Across Routines To Enhance Teachers’ Use Of Modeling

Christan Grygas Coogle, Naomi L. Rahn, Jennifer Riggie Ottley, Sloan Storie

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The purpose of this research was to determine the impact of eCoaching on two special education teachers’ use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers’ use of three modeling strategies. Each of the three strategies was a method to model language for children, and they were randomized to three different routines. Results suggest that eCoaching increased teachers’ use of modeling strategies and that eCoaching is a socially valid intervention. Considerations for practice and future research are discussed.