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Five teachers used bug-in-ear prompts during routine instruction to increase behavior specific praise (BSP) for students with developmental disabilities during clinical supervision. Web cameras enabled direct observation. A single-subject multiple baseline across participants tested functional relations between coaching and BSP rate, showing increases after virtual feedback and maintenance after withdrawal. Social validity ratings reported the approach as valuable and noninvasive professional development.",{"@graph":69,"@context":121},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/individualized-clinical-coaching-with-bug-in-ear-enhancing-fidelity-of-implementation-of-behavior-specific-praise/579338/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/individualized-clinical-coaching-with-bug-in-ear-enhancing-fidelity-of-implementation-of-behavior-specific-praise/579338.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What intervention was used for the novice teachers in rural classrooms?","Question",{"text":111,"@type":112},"Teachers received individualized clinical coaching via the internet and brief coaching prompts through a wireless bug-in-ear earpiece during their regular classroom teaching.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How did the study measure whether coaching affected behavior specific praise?",{"text":116,"@type":112},"A single subject multiple baseline across participants design assessed functional relations between the coaching and each teacher’s BSP use rate per minute.",{"name":118,"@type":109,"acceptedAnswer":119},"What were the results for teachers’ behavior after virtual feedback was introduced and later removed?",{"text":120,"@type":112},"Visual analysis indicated that once teachers began receiving virtual feedback, their use of BSP increased, and they maintained the teaching behavior after the intervention was removed.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},579338,1792080417,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Individualized clinical coaching with bug-in-ear: Enhancing fidelity of implementation of behavior specific praise among novice teachers of students with developmental disabilities in rural classrooms  \nDennis P. Garland Niagara University  \nAbstract  \nFive novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their regularly scheduled classroom teaching. The participants received brief coaching prompts through a wireless earpiece that they wore while teaching. A single subject multiple baseline across participants design was used to determine if a functional relation existed between the ICC and the rate ofBSP use per minute for each of the participants. Visual data analysis of nonoverlap and trend reflected that once the teachers began to receive virtual feedback, their use of BSP increased. In addition, they maintained the teaching behavior once the intervention was removed. Within a social validity questionnaire, each of the teachers reported that they found the coaching to be a valuable, noninvasive intervention for receiving professional development for using an evidence-based practice with their students.  \nKeywords  \nbehavior-specific praise, bug-in-the-ear, clinical supervision, developmental disabilities, evidence-based practices, novice teachers, teacher education, virtual coaching  \nIntroduction  \nThe passage of the Education of All Handicapped Children Act (PL 94-142, 1975) established the mandate that all students with disabilities would have access to a free and appropriate public education offered in the least restrictive environment, specially designed to meet their needs. Previously, about one million American children with disabilities were receiving no education from the public-school system (Antosh & Imparato, 2014) . Since then, there has been progress in securing quality and integrated educational opportunities for children with disabilities in U.S. public schools. However, few schools are well prepared to meet the needs of students with low incidence disabilities (Antosh & Imparato, 2014, Brownell, Sindelar, Kiely, & Danielson, 2010) .  \nIn an effort to address the diverse educational needs of students with developmental disabilities, the U.S. Department of Education Office of Special Education and Rehabilitative Services (OSERS, 1996) established a priority to support projects that increased the number and quality of personnel to serve children with low-incidence disabilities. The priority established projects that provide preservice preparation of special educators, early intervention personnel,  \nand related services personnel. According to OSERS (1996), the term ``low-incidence disability'':  \nmeans a visual or hearing impairment, or simultaneous visual and hearing impairment (including deaf-blindness), significant mental retardation, or an impairment such as severe and multiple disabilities, severe orthopedic disabilities, autism, and traumatic brain injury, for which a small number of highly skilled and knowledgeable personnel are needed (p.21233) .  \nStudents with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities and the person’s age. The National Dissemination Center for Children with Disabilities (2012) reported that some shared traits may share include: (a) limited speech or communication,(b) difficulty in basic physical mobility,(c) tendency to forget skills through disuse,(d) trouble generalizing skills from one situation to another, and/or (e) the need for support in major life activities (e.g., domestic, leisure, community use, vocational). Given such complexities, teacher preparation courses for this population of students must","cbCaijZah4SosDdT","https://ap.wps.com/l/cbCaijZah4SosDdT","pdf",211852,16,"English","# Abstract\n# Introduction\n## Education mandates and low-incidence disability needs\n## Teacher preparation linked to research-based strategies\n# Behavior Specific Praise as a Fundamental Evidence-Based Practice\n# Coaching and fidelity through praise implementation","[{\"question\":\"What intervention was used for the novice teachers in rural classrooms?\",\"answer\":\"Teachers received individualized clinical coaching via the internet and brief coaching prompts through a wireless bug-in-ear earpiece during their regular classroom teaching.\"},{\"question\":\"How did the study measure whether coaching affected behavior specific praise?\",\"answer\":\"A single subject multiple baseline across participants design assessed functional relations between the coaching and each teacher’s BSP use rate per minute.\"},{\"question\":\"What were the results for teachers’ behavior after virtual feedback was introduced and later removed?\",\"answer\":\"Visual analysis indicated that once teachers began receiving virtual feedback, their use of BSP increased, and they maintained the teaching behavior after the intervention was removed.\"}]","Individualized Clinical Coaching with Bug-in-Ear - Enhancing Fidelity of Implementation of Behavior-Specific Praise | PDF",1792035454]