The effects of coaching via web-based embedded teaching on pre-school teachers' use of embedded teaching skills and children's levels of learning the target behaviors

The following study aims to reveal the effects of coaching via web-based embedded teaching on pre-school teachers' instructional skills and the learning levels of their children's with developmental disabilities. With an aim to evaluate the social validity of the study, the opinions of pre-school teachers and mothers of children with developmental disabilities related to web-based coaching presented via embedded teaching was evaluated. Study group was composed of three pre-school teachers, their three inclusive children with developmental disabilities, a coach and an observer. For the purposes of this study, one of the single case research designs, which is multiple pairs probe design (teacher-child with developmental disabilities) was adopted to the study. Research results signify that pre-school teachers develop plans about the embedded instruction with the help of web-based coaching. Secondly, they make generalizations and implement the same lesson plans for different behaviors. Thirdly, it is another significant result of this study that teachers implement the embedded instruction with a high reliability rate. Finally, it is revealed that they tend to maintain those behaviors related to embedded teaching even after their coaching support is finalized. It is also concluded in this study that children with developmental disabilities have acquired the aimed behaviors in social skills, maintained and generalized them in their communications with different people. Furthermore, social validity of the research shows that mothers of children with developmental disabilities express a positive opinion towards web-based coaching presented via embedded teaching.