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Auditory Technology Coaching in Special Education: Bug-in-Ear (BIE)

Yıl 2020, Sayı: 50, 511 - 532, 01.09.2020
https://doi.org/10.9779/pauefd.575809

Öz



Development in technology increased the use of
technology based implementations functionally. One of these implementations is
Bug-in-ear (BIE). It is a kind of coaching which aims to provide feedback to
the implementers immediately during their implementations via small, wireless
communication materials. BIE is one of the implementations which can be used
effectively for teaching acquisition, maintenance, and generalization of
various skills and behaviors by teachers, teacher candidates and support
personnel with a high rate of procedural fidelity. In this study, it is aimed
to describe BIE which is being used for more than half century, how it can be
implemented, advantages and limitation of its usage in educational settings,
and to make explanations about some of the research studies regarding the usage
of BIE in special education. Lastly, some suggestions are provided to implementers
and researchers about the use of BIE in special education field.




Kaynakça

  • Artman-Meeker, K., Rosenberg, N., Badgett, N., Yang, X., & Penney, A. (2017). The effects of bug-in-ear coaching on pre-service behavior analysts’ use of functional communication training. Behavior Analysis in Practice, 10(3), 228-241.
  • Artman-Meeker, K. M., & Hemmeter, M. L. (2013). Effects of training and feedback on teachers’ use of classroom preventive practices. Topics in Early Childhood Special Education, 33(2), 112-123.
  • D. D., & Lane, J. R. (1976). An application of the “bug‐in‐the‐ear” communication system for training psychometrists. Counselor Education and Supervision, 15(4), 309-310.
  • Bennett, K. D., Brady, M. P., Scott, J., Dukes, C., & Frain, M. (2010). The effects of covert audio coaching on the job performance of supported employees. Focus on Autism and Other Developmental Disabilities, 25(3), 173-185.
  • Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013a). Further examination of covert audio coaching on improving employment skills among secondary students with autism. Journal of Behavioral Education, 22(2), 103-119.
  • Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013b). The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(3), 585-593.
  • Bowles, P. E., Jr., & Nelson, R. O. (1976). Training teachers as mediators: Efficacy of a workshop versus the bug-in-the-ear technique. Journal of School Psychology, 14(1), 15-26. Brock, M. E., & Carter, E. W. (2017). A meta-analysis of educator training to improve implementation of interventions for students with disabilities. Remedial and Special Education, 38(3), 131-144.
  • Burma, Z. A. (2008). AB’ye geçiş sürecinde meslek elemanlarının uzaktan öğretim ile eğitimi. Bilişim Teknolojileri Dergisi, 1(2), 15-20.
  • Coninx, N., Kreijns, K., & Jochems, W. (2013). The use of keywords for delivering immediate performance feedback on teacher competence development. European Journal of Teacher Education, 36(2), 164-182.
  • Coogle, C. G., Ottley, J. R., Storie, S., Rahn, N. L., & Burt, A. K. (2017). E-coaching to enhance special educator practice and child outcomes. Infants and Young Children, 30(1), 58-75.
  • Coogle, C. G., Rahn, N. L., & Ottley, J. R. (2015). Pre-service teacher use of communication strategies upon receiving immediate feedback. Early Childhood Research Quarterly, 32(3), 105-115.
  • Coogle, C. G., Rahn, N. L., Ottley, J. R., & Storie, S. (2016). E-coaching across routines to enhance teachers’ use of modeling. Teacher Education and Special Education, 39(4), 227-245.
  • Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Second Edition, New Jersey: Pearson Merrill Prentice Hall.
  • Coulter, G. A., & Grossen, B. (1997). The effectiveness of in-class instructive feedback versus after-class instructive feedback for teachers learning direct instruction teaching behaviors. Effective School Practices, 16(4), 21-35.
  • Fettig, A., Barton, E., Carter, A., & Eisenhower, A. (2016). Using e-coaching to support an early intervention provider’s implementation of a functional assessment-based intervention. Infants and Young Children, 29(2), 130-147.
  • Gallant, J. P., & Thyer, B. A. (1989). The “bug-in-the-ear” in clinical supervision: A review. The Clinical Supervisor, 7(2-3), 43-58.
  • Gallant, J. P., Thyer, B. A., & Bailey, J. S. (1991). Using bug-in-the-ear feedback in clinical supervision: Preliminary evaluations. Research on Social Work Practice, 1(2), 175-187.
  • Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30(5), 466-476.
  • Giebelhaus, C. R. (1994). The mechanical third ear device: A student teaching supervision alternative. Journal of Teacher Education, 45(5), 365-373.
  • Giebelhaus, C. R., & J. Cruz. (1994). The mechanical third ear device. An alternative to traditional student teaching supervision strategies. Journal of Teacher Education, 45(5), 365-73.
  • Goodman, B., Duffy, M. L., Scott, J., & Pollard, N. E. (2008). The effects of “bug-in-ear” supervision on special education educators’ delivery of learn units. Focus on Autism and Other Developmental Disabilities, 23(4), 207-216.
  • Goodman, J. I. (2005). Increasing learn units by special education teachers: Supervision via bug-in-ear technology. Doctoral Dissertation, Florida Atlantic University.
  • Goodman, J. I., & Duffy, M. L. (2007). Using BUGS to increase student participation. Teaching Exceptional Children, 3(4), 1-10.
  • Goodman, J. I., Brady, M. P., Duffy, M. L., & Pollard, N. E. (2008). The effects of “bug-in-ear” supervision on special education teachers’ delivery of learn units. Focus on Autism and Other Developmental Disabilities, 23(4), 207-216.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Herold, P. L., Ramirez, M., & Newkirk, J. (1971). A portable radio communication system for teacher education. Educational Technology, 11(11), 30-32.
  • Heward, W. L. (1997). Four validated instructional strategies. Behavior and Social Issues, 7(1), 43-51. Hunt, D. D. (1980). “Bug-in-the-ear” technique for teaching interviewing skills. Journal of Medical Education, 55(11), 964-966.
  • Kahan, D. (2002). The effects of a bug-in-the-ear device on intralesson communication between astudent teacher and a cooperating teacher. Journal of Teaching in Physical Education, 22(1), 86-104.
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2018). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3-14.
  • Kogan, K. L., & Gordon, B. N. (1975). A mother-instruction program. Child Psychiatry and Human Development, 5(3), 189-200.
  • Korner, I. N., & Brown, W. H. (1952). The mechanical third ear. Journal of Consulting Psychology, 16(1), 81-84.
  • Magiera, K., & Zigmond, N. (2005). Co‐teaching in middle school classrooms under routine conditions: Does the instructional experience differ for students with disabilities in co‐taught and solo‐taught classes? Learning Disabilities Research & Practice, 20(2), 79-85.
  • McCollum, J. A., Hemmeter, M. L., & Hsieh, W. Y. (2013). Coaching teachers for emergent literacy instruction using performance-based feedback. Topics in Early Childhood Special Education, 33(1), 28-37.
  • McKinney, T., & Vasquez, E. (2014). There's a bug in your ear!: Using technology to increase the accuracy of DTT implementation. Education and Training in Autism and Developmental Disabilities, 49(4), 594-600.
  • Noell, G. H., Witt, J. C., Slider, N. J., & Connell, J. E. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34(1), 87-106.
  • Odom, S. L. (2008). The tie that binds: Evidence based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29(1), 53-61.
  • Orum Çattık, E., & Ergenekon, Y. (2018). Zihinsel yetersizliği olan bireylere toplum kaynaklarını kullanma becerilerinin öğretiminde işitsel teknoloji desteğiyle sunulan videoyla model olmanın etkililiği. Eğitim ve Bilim, 43(193), 237-257.
  • Ottley, J. R., O'Reilly, M. F., Renzaglia, A., & Lee, S. (1994). An analysis of acquisition, generalization and maintenance of systematic instruction competencies by preservice teachers using behavioral supervision techniques. Education and Training in Mental Retardation and Developmental Disabilities, 29(1), 22-33.
  • Ottley, J. R., Grygas Coogle, C., Rahn, N. L., & Spear, C. F. (2017). Impact of bug-in-ear professional development on early childhood co-teachers’ use of communication strategies. Topics in Early Childhood Special Education, 36(4), 218-229.
  • Ottley, J. R., & Hanline, M. F. (2014). Bug-in-ear coaching: Impacts on early childhood educators’ practices and associations with toddlers’ expressive communication. Journal of Early Intervention, 36(2), 90-110.
  • Ottley, J. R., Coogle, C. G., & Rahn, N. L. (2015). The social validity of bug-in-ear coaching: Findings from two studies implemented in inclusive early childhood environments. Journal of Early Childhood Teacher Education, 36(4), 342-361.
  • Ploessl, D. M., & Rock, M. L. (2014). eCoaching: The effects on co-teachers’ planning and instruction. Teacher Education and Special Education, 37(3), 191-215
  • Rock, M. L., Gregg, M., Howard, P. W., Ploessl, D. M., Maughn, S., Gable, R. A., & Zigmond, N. P. (2009). See me, hear me, coach me. The Learning Professional, 30(3), 24-31.
  • Rock, M. L., Gregg, M., Thead, B. K., Acker, S. E., Gable, R. A., & Zigmond, N. P. (2009). Can you hear me now? Evaluation of an online wireless technology to provide real-time feedback to special education teachers-in-training. Teacher Education and Special Education, 32(1), 64-82.
  • Rock, M. L., Schumacker, R. E., Gregg, M., Howard, P. W., Gable, R. A., & Zigmond, N. (2014). How are they now? Longer term effects of e coaching through online bug-in-ear technology. Teacher Education and Special Education, 37(2), 161-181.
  • Rock, M. L., Zigmond, N. P., Gregg, M., & Gable, R. A. (2011). The power of virtual coaching. Educational Leadership, 69(2), 42-48.
  • Rock, M., Gregg, M., Gable, R., Zigmond, N., Blanks, B., Howard, P., & Bullock, L. (2012). Time after time online: An extended study of virtual coaching during distant clinical practice. Journal of Technology and Teacher Education, 20(3), 277-304.
  • Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2011). Treatment integrity assessment and intervention by school-based personnel: Practical applications from a preliminary study. School Psychology Forum, 5(3), 87-102.
  • Schaefer, J. M., & Ottley, J. R. (2018). Evaluating immediate feedback via bug-in-ear as an evidence-based practice for professional development. Journal of Special Education Technology, 33(4), 247-258.
  • Scheeler, M. C., & Lee, D. L. (2002). Using technology to deliver immediate corrective feedback to preservice educators. Journal of Behavioral Education, 11, 231-241.
  • Scheeler, M. C., Bruno, K., Grubb, E., & Seavey, T. L. (2009). Generalizing teaching techniques from university to K-12 classrooms: Teaching preservice teachers to use what they learn. Journal of Behavioral Education, 18, 189-210.
  • Scheeler, M. C., Congdon, M., & Stansbery, S. (2010). Providing immediate feedback to co-teachers through bug-in-ear technology: An effective method of peer coaching in inclusion classrooms. Teacher Education and Special Education, 33(1), 83-96.
  • Scheeler, M. C., Macluckie, M., & Albright, K. (2010). Effects of immediate feedback delivered by peer tutors on the oral presentation skills of adolescents with learning disabilities. Remedial and Special Education, 31(2), 77-86.
  • Scheeler, M. C., McAfee, J. K., Ruhl, K. L., & Lee, D. L. (2006). Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher Education and Special Education, 29(1), 12-25.
  • Scheeler, M. C., McKinnon, K., & Stout, J. (2012). Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. Teacher Education and Special Education, 35(1), 77-90.
  • Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to educators: A review. Teacher Education and Special Education, 27(4), 396-407.
  • Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
  • Sharpe, T., Lounsbery, M., & Bahls, V. (1997). Description and effects of sequential behavior practice in teacher education. Research Quarterly for Exercise and Sport, 68(3), 222-232.
  • Thomson, C. L., Holmberg, M. C., Baer, D. M., Hodges, W. L., & Moore, S. G. (1978). An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers. Monographs of the Society for Research in Child Development, 43(4), 1-86.
  • Travers, J. C. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52(4), 195-203.
  • Ward, C. H. (1960). An electronic aid for teaching interviewing techniques. Archives of General Psychiatry, 3(4), 357-358.
  • Wade, W. (2010). Increasing novice teacher support in 21st century classrooms: Induction and mentoring for beginning teachers through bug-in-ear. Doctoral Dissertation, College of Education at the University of Central Florida Orlando, Florida.
  • Zigmond, N., & Matta, D. W. (2004). Value added of the special education teacher in secondary school co-taught classes. Research in Secondary Schools, 17, 55-75.

Özel Eğitimde İşitsel Teknoloji Koçluğu: Bug-in-Ear (BIE)

Yıl 2020, Sayı: 50, 511 - 532, 01.09.2020
https://doi.org/10.9779/pauefd.575809

Öz



Teknolojideki
gelişmeler teknoloji temelli uygulamaların eğitim ortamlarında işlevsel bir
biçimde kullanımını arttırmıştır. Bu uygulamalardan biri olan işitsel teknoloji
koçluğu (Bug-in-ear [BIE]), uygulamacılara koçluk yapmak amacıyla küçük, kablosuz
iletişim materyalleri kullanarak uygulama sırasında anında geri bildirim
vermeyi sağlayan bir koçluk türüdür. BIE öğretmenlerin, öğretmen adaylarının,
yardımcı destek personelin etkili öğretim uygulamalarını yüksek uygulama
güvenirliğiyle gerçekleştirmelerinde, özel gereksinimli bireylerin çeşitli beceri
ve davranışları kazanmalarında, sürdürmelerinde ve genellemelerinde etkili
olarak kullanılabilen uygulamalardan biridir. Bu çalışmada yarım asırdan
fazladır özel eğitim alanında da kullanılan BIE’nin ne olduğu, nasıl
uygulandığı, eğitim ortamlarında kullanılmasının avantajları ve
sınırlılıklarından söz edilmiş, özel eğitim alanında BIE kullanılarak
gerçekleştirilen bazı araştırmalar hakkında kısa açıklamalar yapılmıştır. Son
olarak özel eğitim alanında BIE kullanımına ilişkin uygulamacılara ve
araştırmacılara önerilerde bulunulmuştur.



Kaynakça

  • Artman-Meeker, K., Rosenberg, N., Badgett, N., Yang, X., & Penney, A. (2017). The effects of bug-in-ear coaching on pre-service behavior analysts’ use of functional communication training. Behavior Analysis in Practice, 10(3), 228-241.
  • Artman-Meeker, K. M., & Hemmeter, M. L. (2013). Effects of training and feedback on teachers’ use of classroom preventive practices. Topics in Early Childhood Special Education, 33(2), 112-123.
  • D. D., & Lane, J. R. (1976). An application of the “bug‐in‐the‐ear” communication system for training psychometrists. Counselor Education and Supervision, 15(4), 309-310.
  • Bennett, K. D., Brady, M. P., Scott, J., Dukes, C., & Frain, M. (2010). The effects of covert audio coaching on the job performance of supported employees. Focus on Autism and Other Developmental Disabilities, 25(3), 173-185.
  • Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013a). Further examination of covert audio coaching on improving employment skills among secondary students with autism. Journal of Behavioral Education, 22(2), 103-119.
  • Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013b). The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(3), 585-593.
  • Bowles, P. E., Jr., & Nelson, R. O. (1976). Training teachers as mediators: Efficacy of a workshop versus the bug-in-the-ear technique. Journal of School Psychology, 14(1), 15-26. Brock, M. E., & Carter, E. W. (2017). A meta-analysis of educator training to improve implementation of interventions for students with disabilities. Remedial and Special Education, 38(3), 131-144.
  • Burma, Z. A. (2008). AB’ye geçiş sürecinde meslek elemanlarının uzaktan öğretim ile eğitimi. Bilişim Teknolojileri Dergisi, 1(2), 15-20.
  • Coninx, N., Kreijns, K., & Jochems, W. (2013). The use of keywords for delivering immediate performance feedback on teacher competence development. European Journal of Teacher Education, 36(2), 164-182.
  • Coogle, C. G., Ottley, J. R., Storie, S., Rahn, N. L., & Burt, A. K. (2017). E-coaching to enhance special educator practice and child outcomes. Infants and Young Children, 30(1), 58-75.
  • Coogle, C. G., Rahn, N. L., & Ottley, J. R. (2015). Pre-service teacher use of communication strategies upon receiving immediate feedback. Early Childhood Research Quarterly, 32(3), 105-115.
  • Coogle, C. G., Rahn, N. L., Ottley, J. R., & Storie, S. (2016). E-coaching across routines to enhance teachers’ use of modeling. Teacher Education and Special Education, 39(4), 227-245.
  • Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Second Edition, New Jersey: Pearson Merrill Prentice Hall.
  • Coulter, G. A., & Grossen, B. (1997). The effectiveness of in-class instructive feedback versus after-class instructive feedback for teachers learning direct instruction teaching behaviors. Effective School Practices, 16(4), 21-35.
  • Fettig, A., Barton, E., Carter, A., & Eisenhower, A. (2016). Using e-coaching to support an early intervention provider’s implementation of a functional assessment-based intervention. Infants and Young Children, 29(2), 130-147.
  • Gallant, J. P., & Thyer, B. A. (1989). The “bug-in-the-ear” in clinical supervision: A review. The Clinical Supervisor, 7(2-3), 43-58.
  • Gallant, J. P., Thyer, B. A., & Bailey, J. S. (1991). Using bug-in-the-ear feedback in clinical supervision: Preliminary evaluations. Research on Social Work Practice, 1(2), 175-187.
  • Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30(5), 466-476.
  • Giebelhaus, C. R. (1994). The mechanical third ear device: A student teaching supervision alternative. Journal of Teacher Education, 45(5), 365-373.
  • Giebelhaus, C. R., & J. Cruz. (1994). The mechanical third ear device. An alternative to traditional student teaching supervision strategies. Journal of Teacher Education, 45(5), 365-73.
  • Goodman, B., Duffy, M. L., Scott, J., & Pollard, N. E. (2008). The effects of “bug-in-ear” supervision on special education educators’ delivery of learn units. Focus on Autism and Other Developmental Disabilities, 23(4), 207-216.
  • Goodman, J. I. (2005). Increasing learn units by special education teachers: Supervision via bug-in-ear technology. Doctoral Dissertation, Florida Atlantic University.
  • Goodman, J. I., & Duffy, M. L. (2007). Using BUGS to increase student participation. Teaching Exceptional Children, 3(4), 1-10.
  • Goodman, J. I., Brady, M. P., Duffy, M. L., & Pollard, N. E. (2008). The effects of “bug-in-ear” supervision on special education teachers’ delivery of learn units. Focus on Autism and Other Developmental Disabilities, 23(4), 207-216.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Herold, P. L., Ramirez, M., & Newkirk, J. (1971). A portable radio communication system for teacher education. Educational Technology, 11(11), 30-32.
  • Heward, W. L. (1997). Four validated instructional strategies. Behavior and Social Issues, 7(1), 43-51. Hunt, D. D. (1980). “Bug-in-the-ear” technique for teaching interviewing skills. Journal of Medical Education, 55(11), 964-966.
  • Kahan, D. (2002). The effects of a bug-in-the-ear device on intralesson communication between astudent teacher and a cooperating teacher. Journal of Teaching in Physical Education, 22(1), 86-104.
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2018). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3-14.
  • Kogan, K. L., & Gordon, B. N. (1975). A mother-instruction program. Child Psychiatry and Human Development, 5(3), 189-200.
  • Korner, I. N., & Brown, W. H. (1952). The mechanical third ear. Journal of Consulting Psychology, 16(1), 81-84.
  • Magiera, K., & Zigmond, N. (2005). Co‐teaching in middle school classrooms under routine conditions: Does the instructional experience differ for students with disabilities in co‐taught and solo‐taught classes? Learning Disabilities Research & Practice, 20(2), 79-85.
  • McCollum, J. A., Hemmeter, M. L., & Hsieh, W. Y. (2013). Coaching teachers for emergent literacy instruction using performance-based feedback. Topics in Early Childhood Special Education, 33(1), 28-37.
  • McKinney, T., & Vasquez, E. (2014). There's a bug in your ear!: Using technology to increase the accuracy of DTT implementation. Education and Training in Autism and Developmental Disabilities, 49(4), 594-600.
  • Noell, G. H., Witt, J. C., Slider, N. J., & Connell, J. E. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34(1), 87-106.
  • Odom, S. L. (2008). The tie that binds: Evidence based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29(1), 53-61.
  • Orum Çattık, E., & Ergenekon, Y. (2018). Zihinsel yetersizliği olan bireylere toplum kaynaklarını kullanma becerilerinin öğretiminde işitsel teknoloji desteğiyle sunulan videoyla model olmanın etkililiği. Eğitim ve Bilim, 43(193), 237-257.
  • Ottley, J. R., O'Reilly, M. F., Renzaglia, A., & Lee, S. (1994). An analysis of acquisition, generalization and maintenance of systematic instruction competencies by preservice teachers using behavioral supervision techniques. Education and Training in Mental Retardation and Developmental Disabilities, 29(1), 22-33.
  • Ottley, J. R., Grygas Coogle, C., Rahn, N. L., & Spear, C. F. (2017). Impact of bug-in-ear professional development on early childhood co-teachers’ use of communication strategies. Topics in Early Childhood Special Education, 36(4), 218-229.
  • Ottley, J. R., & Hanline, M. F. (2014). Bug-in-ear coaching: Impacts on early childhood educators’ practices and associations with toddlers’ expressive communication. Journal of Early Intervention, 36(2), 90-110.
  • Ottley, J. R., Coogle, C. G., & Rahn, N. L. (2015). The social validity of bug-in-ear coaching: Findings from two studies implemented in inclusive early childhood environments. Journal of Early Childhood Teacher Education, 36(4), 342-361.
  • Ploessl, D. M., & Rock, M. L. (2014). eCoaching: The effects on co-teachers’ planning and instruction. Teacher Education and Special Education, 37(3), 191-215
  • Rock, M. L., Gregg, M., Howard, P. W., Ploessl, D. M., Maughn, S., Gable, R. A., & Zigmond, N. P. (2009). See me, hear me, coach me. The Learning Professional, 30(3), 24-31.
  • Rock, M. L., Gregg, M., Thead, B. K., Acker, S. E., Gable, R. A., & Zigmond, N. P. (2009). Can you hear me now? Evaluation of an online wireless technology to provide real-time feedback to special education teachers-in-training. Teacher Education and Special Education, 32(1), 64-82.
  • Rock, M. L., Schumacker, R. E., Gregg, M., Howard, P. W., Gable, R. A., & Zigmond, N. (2014). How are they now? Longer term effects of e coaching through online bug-in-ear technology. Teacher Education and Special Education, 37(2), 161-181.
  • Rock, M. L., Zigmond, N. P., Gregg, M., & Gable, R. A. (2011). The power of virtual coaching. Educational Leadership, 69(2), 42-48.
  • Rock, M., Gregg, M., Gable, R., Zigmond, N., Blanks, B., Howard, P., & Bullock, L. (2012). Time after time online: An extended study of virtual coaching during distant clinical practice. Journal of Technology and Teacher Education, 20(3), 277-304.
  • Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2011). Treatment integrity assessment and intervention by school-based personnel: Practical applications from a preliminary study. School Psychology Forum, 5(3), 87-102.
  • Schaefer, J. M., & Ottley, J. R. (2018). Evaluating immediate feedback via bug-in-ear as an evidence-based practice for professional development. Journal of Special Education Technology, 33(4), 247-258.
  • Scheeler, M. C., & Lee, D. L. (2002). Using technology to deliver immediate corrective feedback to preservice educators. Journal of Behavioral Education, 11, 231-241.
  • Scheeler, M. C., Bruno, K., Grubb, E., & Seavey, T. L. (2009). Generalizing teaching techniques from university to K-12 classrooms: Teaching preservice teachers to use what they learn. Journal of Behavioral Education, 18, 189-210.
  • Scheeler, M. C., Congdon, M., & Stansbery, S. (2010). Providing immediate feedback to co-teachers through bug-in-ear technology: An effective method of peer coaching in inclusion classrooms. Teacher Education and Special Education, 33(1), 83-96.
  • Scheeler, M. C., Macluckie, M., & Albright, K. (2010). Effects of immediate feedback delivered by peer tutors on the oral presentation skills of adolescents with learning disabilities. Remedial and Special Education, 31(2), 77-86.
  • Scheeler, M. C., McAfee, J. K., Ruhl, K. L., & Lee, D. L. (2006). Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher Education and Special Education, 29(1), 12-25.
  • Scheeler, M. C., McKinnon, K., & Stout, J. (2012). Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. Teacher Education and Special Education, 35(1), 77-90.
  • Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to educators: A review. Teacher Education and Special Education, 27(4), 396-407.
  • Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
  • Sharpe, T., Lounsbery, M., & Bahls, V. (1997). Description and effects of sequential behavior practice in teacher education. Research Quarterly for Exercise and Sport, 68(3), 222-232.
  • Thomson, C. L., Holmberg, M. C., Baer, D. M., Hodges, W. L., & Moore, S. G. (1978). An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers. Monographs of the Society for Research in Child Development, 43(4), 1-86.
  • Travers, J. C. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52(4), 195-203.
  • Ward, C. H. (1960). An electronic aid for teaching interviewing techniques. Archives of General Psychiatry, 3(4), 357-358.
  • Wade, W. (2010). Increasing novice teacher support in 21st century classrooms: Induction and mentoring for beginning teachers through bug-in-ear. Doctoral Dissertation, College of Education at the University of Central Florida Orlando, Florida.
  • Zigmond, N., & Matta, D. W. (2004). Value added of the special education teacher in secondary school co-taught classes. Research in Secondary Schools, 17, 55-75.
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Esra Orum Çattık 0000-0002-9080-3311

Yasemin Ergenekon 0000-0003-2443-0884

Yayımlanma Tarihi 1 Eylül 2020
Gönderilme Tarihi 11 Haziran 2019
Kabul Tarihi 13 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 50

Kaynak Göster

APA Orum Çattık, E., & Ergenekon, Y. (2020). Özel Eğitimde İşitsel Teknoloji Koçluğu: Bug-in-Ear (BIE). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 511-532. https://doi.org/10.9779/pauefd.575809

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