This study used single subject research design to determine if direct consultation-based training and peer coaching could be used to increase treatment fidelity of the Teaching Pyramid Model in four rural preschool classrooms. The hypothesis of the study was that peer coaching could sustain the model as well as consultation-based training. Analysis of results supported that hypothesis. Results showed large effect sizes when comparing the treatment phases of the study to baseline.
|Commitee:||Evangelista, Nancy, Furlong, Nancy, Lauback, Cris|
|Department:||Counseling and School Psychology|
|School Location:||United States -- New York|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, School counseling|
|Keywords:||Consultation, Fidelity, Peer coaching, Positive behavior support, The teaching pyramid model|
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