Effect of distance coaching on teachers' applying teaching skills by using virtual manipulatives and on students with developmental disabilities' acquiring mathematic skills

The purpose of the present study was to examine the effects of distance coaching to train the teachers who work in inclusive classrooms in using virtual manipulatives and their students' learning outcomes on area measurement skills. Moreover, the researcher assessed the maintenance and generalization effects of the interventions on both teachers' and students' outcomes. Last, social validity of the interventions were examined in the study. Three teacher-student dyads were formed. The students were 10 years-old and they were attending at primary schools. Two of them were male and one was female. All students have developmental disability. A multiple probe design with probe trials across teacher-student dyads was utilized in the study. Findings showed that distance coaching was effective in training teachers to use virtual manipulatives with high accuracy. Moreover, findings also showed that teachers were able to maintain the acquired teaching skills one, two weeks and three months after intervention and generalized the acquired teaching skills for teaching new mathematical skills. Findings also revealed that teacher implemented virtual manipulatives was effective in teaching area measurement to students with developmental disability. Lastly, findings about students' performance showed that they were able to maintain the acquired area measurement skills one, two weeks and three months after intervention and generalized the acquired area measurement skills for concrete manipulatives. Finally, the researcher obtained that both the teachers and students were happy to take part in this study and shared their positive opinions about the study. The findings are discussed based on the literature.