Effectiveness of e-coaching on teaching behaviors of preschool teachers working with students with autism spectrum disorder and learning level of students

The purpose of this study was to examine the impact of professional development provided through e-coaching on preschool teachers' use of simultaneous prompting to teach various discrete skills to their students with autism spectrum disorders (ASD) and the acquisition, maintenance and generalization levels of their students. Social validity of the study was also evaluated in the study. Four preschool teachers whose age ranged from 29-35 and four students with ASD whose age ranged from 4-6 and taking the class of these teachers participated in the study. The experimental effects of the study on teachers' and students' behavior was evaluated by designing nested multiple probe designs across participants. Findings of the study indicated that professional development provided through ecoaching was effective on acquisition of preschool teachers' use of simultaneous prompting, maintenance of these acquired teaching behaviors and generalization of it across teaching new behaviors. At the same time simultaneous prompting procedure was found effective in teaching various discrete skills to students with ASD. In addition to that it was also effective in promoting maintenance and generalization of the acquired skills. Social validity data showed teachers had positive views about professional development provided through e-coaching and simultaneous prompting.