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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-individualized-coaching-on-teacher-implementation-fidelity-of-systematic-instruction-with-students-with-developmental-disabilities/601387/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-individualized-coaching-on-teacher-implementation-fidelity-of-systematic-instruction-with-students-with-developmental-disabilities/601387.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design was used?",{"text":117,"@type":113},"A multiple-baseline single-case experimental design was used to evaluate the coaching intervention’s effects on fidelity across systematic instruction components.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings?",{"text":121,"@type":113},"The study found immediate and maintained increases in implementation fidelity across all systematic instruction components. 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Mason  \nPurdue University  \nEmily Gregori University of Illinois, Chicago  \nJenna Matijevic Purdue University  \nMandy Rispoli  \nUniversity of Virginia  \nAbstract : 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.  \nPrior 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  \nThis 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)  \noften 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).  \nSystematic Instruction  \nSystematic instruction is an instructional framework based on the principles of applied behavior analysis and has been demonstrated to be  \n74 / Education and Training in Autism and Developmental Disabilities  \neffective 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","cbCaitBbknTtS5je","https://ap.wps.com/l/cbCaitBbknTtS5je","pdf",458838,15,"English","# Abstract\n## Research design and intervention\n## Outcomes and social validity\n## Background: evidence-based practices and training needs\n## Systematic instruction and key features\n## Implementation fidelity and expected benefits","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"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.\"},{\"question\":\"What research design was used?\",\"answer\":\"A multiple-baseline single-case experimental design was used to evaluate the coaching intervention’s effects on fidelity across systematic instruction components.\"},{\"question\":\"What were the main findings?\",\"answer\":\"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.\"}]","Effects of Individualized Coaching on Teacher Implementation Fidelity of Systematic Instruction with Students with Developmental Disabilities | PDF",1792092511,38]