Date of Award:

5-1994

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Special Education and Rehabilitation

Committee

Sarah Rule

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.

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011669bf892cba7e55fbcbec9c22b4d5

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