Date of Award:
5-1994
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Special Education and Rehabilitation
Department name when degree awarded
Special Education
Committee Chair(s)
Sarah Rule
Committee
Sarah Rule
Committee
Charles Salzburg
Committee
Martin Agran
Committee
Richard Young
Committee
Phyllis Cole
Abstract
This investigation examined the effects of a self-study package on three early childhood special education teachers' use of coincidental teaching with preschool children with, or at risk for, disabilities. The results of this investigation showed that all teachers performed better on a posttest than a pretest measure for knowledge of coincidental teaching. Teachers were also able to complete a series of written assignments pertaining to coincidental teaching. Increases in coincidental teaching knowledge, however, were not accompanied by changes in coincidental teaching behavior for two of the three teachers. Participating teachers reported satisfaction with the self-study package as an instructional format and with coincidental teaching as an instructional strategy to use with young children.
Checksum
011669bf892cba7e55fbcbec9c22b4d5
Recommended Citation
Dinnebeil, Laurie A., "Examining the Effects of a Self-Study Package on Teachers' Use of Coincidental Teaching in Preschool Classrooms" (1994). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 7749.
https://digitalcommons.usu.edu/etd/7749
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