Reciprocal Peer Coaching and Teaching Teams’ Use of Pyramid Model Practices

Adrienne K. Golden · Mary Louise Hemmeter · Marisa Edmonds · Jennifer R. Ledford

22 citations0/0 files storedJournal of Early Intervention

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Behavioral and Psychological Studies Teacher Education and Leadership Studies Early Childhood Education and Development

Abstract

A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams’ implementation of Pyramid Model (PM) practices. In this study, teaching teams (three dyads and one triad) were provided with training around the use of targeted PM practices and reciprocal peer coaching. Coaching required teachers within each team to observe and provide feedback to one another around their use of targeted PM practices. Data from this study indicate reciprocal peer coaching is an effective and efficient way for early childhood teaching teams to increase their use of PM practices. Increased use of PM practices generalized across classroom activities and maintained following the removal of peer coaching. Results, limitations, impacts on the field, and next steps are discussed.

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References

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