Effects of Individualized Coaching on Teacher Implementation Fidelity of Systematic Instruction with Students with Developmental Disabilities

Oct 15, 2026

Uploaded by hdkawk

Research examines how job-embedded, individualized coaching influences a special education teacher’s implementation fidelity of systematic instruction within students’ natural teaching routines. Grounded in evidence-based practice, the study used a multiple-baseline single-case experimental design to evaluate systematic instruction components. Results showed immediate and maintained fidelity increases, supporting coaching effectiveness. A brief social validity assessment indicated the procedures were highly acceptable and useful for strengthening evidence-based practice implementation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Research design and intervention

Outcomes and social validity

Background: evidence-based practices and training needs

Systematic instruction and key features

Implementation fidelity and expected benefits

Education and Training in Autism and Developmental Disabilities, 2023, 58(1), 74–88 © Division on Autism and Developmental Disabilities Effects of Individualized Coaching on Teacher Implementation Fidelity of Systematic Instruction with Students with Developmental Disabilities Catharine Lory Jennifer Elaine Smith and University of Nevada, Las Vegas Rose A. Mason Purdue University Emily Gregori University of Illinois, Chicago Jenna Matijevic Purdue University Mandy Rispoli University of Virginia Abstract : Research has established that implementing evidence-based practices with a high procedural ﬁdelity is integral in promoting positive outcomes for students with moderate-to-severe disabilities and more signiﬁcant support needs. However, special education teachers who teach students with moderate-to-severe developmental disabilities often lack training in adopting and implementing evidence-based practices. This study used a multiple-baseline single-case experimental design to investigate the effects of job-embedded, individualized coaching on a special education teacher’s implementation ﬁdelity of systematic instruction for students with disabilities within natural teaching routines. Immediate and maintained increases in the implementation ﬁdelity were found across all systematic instruction components, demonstrating the effectiveness of the individualized coaching intervention. Additionally, a brief social validity assessment at the completion of the study suggested that the coaching procedures were highly acceptable and useful for enhancing the implementation of an evidence-based practice in a natural setting. Prior research has established that students with moderate-to-severe developmental disabilities (MSDD) have complex educational needs and the use of evidence-based practices (EBPs) is critical in addressing these needs (Browder et al., 2014; Thompson et al., 2018) . In order to engage in EBPs to teach academic content to students with MSDD, educators need to be well-versed in both acquiring knowledge of and implementing EBPs (Hume et al., 2021; Odom et al., 2013) . However, current literature suggests that teachers of students with MSDD This study was supported by the Institute of Education Sciences \# R324A180186. The information or content and conclusions are those of the author and should not be construed as the ofﬁcial position or policy of, nor should any endorsements be inferred by the Institute of Education Sciences or the U.S. Government. Correspondence concerning this article should be addressed to Catharine Lory, Department of Early Childhood, Multilingual, and Special Education, University of Nevada, Las Vegas, NV. E-mail: catharine.lory@ [unlv.edu](unlv.edu) often adopt and implement instructional practices that are not evidence-based (Brock et al., 2020; Knight et al., 2019; Morrier et al., 2011; Wong et al., 2015). Rather than relying on research evidence, teachers often rely on their own professional judgment and the judgment of their peers when making instructional decisions for their students (Knight et al., 2019). In addition, prior research suggests that teachers generally lack conﬁdence in their ability to effectively use EBPs (Brock et al., 2020; Brock et al., 2014). This is a concern as research has repeatedly demonstrated that providing evidence-based and individualized instruction for students with MSDD is critical for ensuring meaningful access to education and promoting positive academic outcomes (Kurth et al., 2015; Thompson et al., 2018). Systematic Instruction Systematic instruction is an instructional framework based on the principles of applied behavior analysis and has been demonstrated to be 74 / Education and Training in Autism and Developmental Disabilities effective for teaching academic skills to students with severe developmental disabilities (Barnett et al., 2018; Browder et al., 2009; Knight et al., 2010; Smith et al., 2013; Spooner et al., 2011; Sp

FAQs

What was the purpose of the study?

To investigate how job-embedded, individualized coaching affects a special education teacher’s implementation fidelity of systematic instruction for students with disabilities during natural teaching routines.

What research design was used?

A multiple-baseline single-case experimental design was used to evaluate the coaching intervention’s effects on fidelity across systematic instruction components.

What were the main findings?

The study found immediate and maintained increases in implementation fidelity across all systematic instruction components. Social validity results also suggested the coaching procedures were highly acceptable and useful.

Oct 15, 2026

Uploaded by hdkawk