The effects of hybrid coaching on teaching behaviors of middle school teachers and academic outcomes of their students with disabilities in general education settings

This study aims to examine the effects of hybrid coaching in teaching middle school teachers the use of simultanous prompting procedure in the general education classrooms, when teaching their inclusive students in their classrooms and effectiveness of simultaneous prompting procedure when teaching academic skills to these students. Moreover, teachers' opinions about coaching and simultanoeus prompting, and students' opinions about simultaneous prompting procedure are investigated. Participants of the study are four middle school teachers (Turkish Studies Teachers) and their four 6th grade students who have intellectual disabilities. Teachers and students dyads are formed. Multiple probe designs across participants are conducted twice in a nested design in the study. Experimental control was built individually with teacher and student participants. After baseline sessions, a training session was conducted with teachers individually in a time-lagged manner, and then teachers allowed to use simultaneous prompting procedure for teaching their students. Verbal, written and graphical feedback presented in the context of coaching. Target academic skills are selected by researcher and teachers from Individualized Education Program of students. They paid attention to determine academic skills in equal difficulty level. Findings of the study showed that coaching provided to teach teachers was effective in teaching teachers to use simultaneous prompting procedure on acqusition, maintenance, and generalization levels. The simultaneous prompting procedure was also found effective in teaching academic skills to students with intellectual diabilities in the general education classrooms. Finally, opinions of both teachers and students are positive about coaching and simultaneous prompting procedure.