Examining the Effects of Expert Peer Coaching as a Professional Development Model and Training Tool for Special Education Teachers

摘要

Federal legislation requirements from NCLB and IDEA have required teachers to provide both academic and behavioral programming to their students that is grounded in scientific research.Teachers may have a limited repertoire in such instructional and management skills and require staff development and training to meet such a standard, especially teachers working with students identified as having challenging behaviors in an alternative education setting. This study sought to examine the effects of expert peer coaching on teacher behavior who work with students involved in the juvenile justice system. A multiple baseline design across behaviors was used to assess the impact of the intervention. Each teacher’s data denoted a functional relationship between the intervention and teacher behavior. Teachers rated the intervention as an effective use of their time and would be likely to continue to use this intervention in the future outside of the study if it was presented as an opportunity in their place of employment.