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<p>Our purpose in this study was to compare the effects of <i>e</i>Coaching and electronic performance feedback (EPF) on increasing the correct use of embedded choice making by teachers working with children with autism in the natural environment.&#xa0;We used a combined design consisting of an alternating treatments design and a nonconcurrent multiple baseline design to compare the effects of <i>e</i>Coaching and EPF on the acquisition and generalized use of embedded choice making with fidelity by teachers and on the level of requesting in children with autism. Three special education teachers and three children with autism participated in the study. Social validity data were collected to evaluate the acceptability of the goals, interventions, and outcomes.&#xa0;Results revealed that both training methods were equally effective in increasing the level of implementation fidelity of embedded choice making in teachers and promoting its generalized use to untrained activities. Results also suggested positive outcomes for two of the three children and modest outcomes for one child. Teachers rated the training methods as acceptable and feasible.&#xa0;<i>e</i>Coaching and EPF are effective training methods that facilitate teachers correct and generalized use of embedded choice making during typical activities and increase requesting in some children with autism.</p>

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Effects of eCoaching and Electronic Performance Feedback on Teachers’ Use of Embedded Choice Making with Children with Autism

  • 期刊论文

  • 发表日期：

    2025年6月11日

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  • Laura C. Chezan,
  • Cristina A. Costescu,
  • Adrian M. Roșan,
  • Annemarie Horn,
  • Autumn M. Bauer

摘要

Our purpose in this study was to compare the effects of eCoaching and electronic performance feedback (EPF) on increasing the correct use of embedded choice making by teachers working with children with autism in the natural environment. We used a combined design consisting of an alternating treatments design and a nonconcurrent multiple baseline design to compare the effects of eCoaching and EPF on the acquisition and generalized use of embedded choice making with fidelity by teachers and on the level of requesting in children with autism. Three special education teachers and three children with autism participated in the study. Social validity data were collected to evaluate the acceptability of the goals, interventions, and outcomes. Results revealed that both training methods were equally effective in increasing the level of implementation fidelity of embedded choice making in teachers and promoting its generalized use to untrained activities. Results also suggested positive outcomes for two of the three children and modest outcomes for one child. Teachers rated the training methods as acceptable and feasible. eCoaching and EPF are effective training methods that facilitate teachers correct and generalized use of embedded choice making during typical activities and increase requesting in some children with autism.