This study examined the effects of virtual coaching on novice science teachers' use of three-term contingency trials with students with emotional and behavioral disorders. Three novice teachers received immediate feedback via Bluetooth earpieces to complete contingency trials with students. Results showed the intervention increased teachers' use of praise, feedback, and mastery of evidence-based practices. It also increased students' correct responses and reduced problem behaviors. Teachers maintained these behaviors after coaching ended. The study employed valid methods and extended research on virtual coaching to inclusive science classrooms.

1. Dennis Garland
Major Professor: Lisa Dieker, Ph.D.
University of Central Florida
Summer Term 2013
Virtual Coaching of Novice Science Educators to
Support Students with Emotional
and Behavioral Disorders

2. Virtual Coaching of Three-Term Contingency Trials to
Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes
Novice
teachers lack
classroom
management
skills
necessary to
support the
inclusion of
students with
EBD in
science
classrooms.

3. LiteratureLiterature

4. “Inadequacy and
unpreparedness”
(Katz, 1972, p. 51)
Reluctant to include
students with EBD
(Mastropieri & Scruggs, 2001)
Unable to meet the needs
of general education students
(Jolivette, Stichter, & McKormick, 2001)

5. Fail to use practices
associated with best
outcomes for students
with EBD
(Simpson, Peterson, & Smith, 2011)
Fail to adapt
instruction to the
needs of their students
(Baker & Zigmond, 1995)

6. Bug-in-the-Ear Technology
Increase geographic area from
which supervision of novice teachers
takes place (Scheeler, McKinnon, &
Stout, 2012).
Provide opportunity for immediate
feedback (Rock et al., 2009).
Enable novice teachers to learn
discreetly while teaching (Scheeler
et al., 2012).

7. Engaging content
for students with
EBD
(Scruggs & Mastropieri, 2007)
Improve
postsecondary
outcomes
(Gillies, 2008)

8. < 56% spend 40%
or more of their day
in a general education
classroom (USDOE, 2011)
Receive 0.02- 0.16
opportunities to
respond per minute
from their teachers
(Sutherland & Wehby, 2001)

9. Fed.
EHCA
REI
Honig
v. Doe
IDEA/
ESEA
ACA
Novice
teachers lack
classroom
management
skills
necessary to
support the
inclusion of
students with
EBD in
science
classrooms.
Student
SES
Socio-
Emotional
Behavioral
Dropout
Jail
School
PBIS
Low rates
of
inclusion
for
students
with
EBD.
Teacher
Low
rate of
OTR.
Low
use of
praise.
Using EBP
with low
fidelity.
Virtual Coaching of Three-Term Contingency Trials to
Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes

10. Research
Multiple Baseline Across Participants
Tau-U Analysis of Nonoverlap and Trend
Social Validity Survey

11. Coaching
completion
of TTC
trials.
BIE
Fed.
EHCA
REI
Honig
v. Doe
IDEA/
ESEA
ACA
Novice
teachers lack
classroom
management
skills
necessary to
support the
inclusion of
students with
EBD in
science
classrooms.
Student
SES
Socio-
Emotional
Behavioral
Dropout
Jail
School
PBIS
Low rates
of
inclusion
for
students
with
EBD.
Teacher
Low
rate of
OTR.
Low
use of
praise.
Using EBP
with low
fidelity.
Novice
Science
Teachers
Students
with EBD
Virtual Coaching of Three-Term Contingency Trials to
Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes

12. Name Grade Years
Teaching
Previous
Career
Age Ethnicity Total
Class
Enrollment
Behavior
Management
Experience
Eliza 7 2.5 Early
Childhood
Teacher
29 Caucasian 23 None
Katherine 9 .5 Athletic
Trainer
24 Caucasian 24 None
Tom 6 .5 Biologist 24 African
American
23 None
The Teachers

13. The Students

14. Materials

15. Materials

16. Coaching
completion
of TTC
trials.
BIE
Fed.
EHCA
REI
Honig
v. Doe
IDEA/
ESEA
ACA
Teachers
Increased
OTR.
Increased
feedback.
Mastery and
maintenance
of EBP.
Novice
teachers lack
classroom
management
skills
necessary to
support the
inclusion of
students with
EBD in
science
classrooms.
Student
SES
Socio-
Emotional
Behavioral
Dropout
Jail
School
PBIS
Low rates
of
inclusion
for
students
with
EBD.
Teacher
Low
rate of
OTR.
Low
use of
praise.
Using EBP
with low
fidelity.
Novice
Science
Teachers
Students
with EBD
Students
Increased
correct
responses.
Reduced
maladaptive
behaviors.
Virtual Coaching of Three-Term Contingency Trials to
Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes

17. Research Question One
Will the intervention of providing
immediate feedback delivered to
novice science teachers via BIE
affect the percentage of completed
TTC trials?

19. Teacher Phase Ratio
BL 0.2:1
Eliza IV 4.1:1
M 5.7:1
BL 0.2:1
Katherine IV 7.5:1
M 9.9:1
BL 0.1:1
Tom IV 4.5:1
M 7.4:1
Ratios of Teachers’ Use of
Praise to Error Correction

20. Research Question Two
Will the intervention of providing
immediate feedback delivered to novice
science teachers via BIE affect the rate
of correct student answers?

22. Teacher Baseline Intervention Maintenance
Eliza 1
(0.27-1.53)
2.01 (1.40-
2.46)
1.93 (1.20-
2.40)
5 Sessions 10 Sessions 5 Sessions
Katherine 1.37 (0.60-
2.00)
2.02 (1.07-
2.67)
1.89 (1.07-
2.40)
5 Sessions 10 Sessions 5 Sessions
Tom 1.01
(0.60-1.53)
1.74
(1.07-2.73)
1.88
(1.33-2.60)
5 Sessions 10 Sessions 5 Sessions
Average
across
Participants
1.23 (0.27-
2.00)
22 Sessions
1.92
(1.07- 2.73)
30 Sessions
1.90
(1.07- 2.60)
15 Sessions
Mean Rate Per Minute of Correct Student
Responses across Teachers and Conditions

23. Will the teachers maintain their
newly learned behaviors when the
intervention is removed?
Research Question Three

25. From the Science Teachers
“I have seen a HUGE improvement in
behavior from my students.”- Eliza
“My students responded better
when I was given cues.”- Katherine
“I did find that they responded better when
they got praised for following directions and
when I was more positive with them.”- Tom

26. Validity and Reliability
Criterion Validity:
Treatment Integrity Checks
30% of all sessions to at
least 90% agreement
Content Validity:
Inter-Observer Agreement
30% of all sessions to at
least 90% agreement
Instrumentation:
Data Collection
Fidelity of Treatment
BL and IV protocols
Social Validity all
Validated by expert in
TTC trials

27. Limitations
Procedural
Selection/
Purposive Sampling
Maturation/
Prolonged Baselines
Direct Observational
Recording
Time
Voluntary Response on
Social Validity Instrument
Participant
No Knowledge of IEPs
History
Hawthorne Effect
Technology Proficiency

28. Coaching
completion
of TTC
trials.
BIE
Fed.
EHCA
REI
Honig
v. Doe
IDEA/
ESEA
ACA
Teachers
Increased
OTR.
Increased
feedback.
Mastery and
maintenance
of EBP.
Novice
teachers lack
classroom
management
skills
necessary to
support the
inclusion of
students with
EBD in
science
classrooms.
Student
SES
Socio-
Emotional
Behavioral
Dropout
Jail
School
PBIS
Low rates
of
inclusion
for
students
with
EBD.
Teacher
Low
rate of
OTR.
Low
use of
praise.
Using EBP
with low
fidelity.
Novice
Science
Teachers
Students
with EBD
Students
Increased
correct
responses.
Reduced
maladaptive
behaviors.
Virtual Coaching of Three-Term Contingency Trials to
Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes
Employment of sound
methods and innovative
technologies.
Implementation of evidence-
based practices among
novice teachers.
Extension of extant
research to inclusive
science classrooms.

29. Considerations
Virtual coaching during laboratory activities
Schools with similar demographics
Prepare mentor teachers to use BIE
Virtual coaching of helpful teaching behaviors

30. Thank you for helping me
to bring this to life!