The Effect of Different Types of Feedback Statements on Educators’ Use of Naturalistic Instruction

We used an adapted alternating treatment single-case design to compare the effect of affirmative feedback to affirmative plus suggestive feedback on educators’ use of naturalistic instruction. Three early childhood special educators and a focus child within their preschool classrooms participated. V...

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Bibliographic Details
Published in:Journal of special education technology 2022-09, Vol.37 (3), p.372-383
Main Authors: Coogle, Christan Grygas, Wade, Clarissa Bunch, Ottley, Jennifer R., McCorkle, Laura
Format: Article
Language:English
Subjects:
Coaching
Early childhood education
Early Childhood Teachers
Feedback
Feedback (Response)
Preschool Children
Preschool Education
Special Education
Special Education Teachers
Teaching Methods
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Summary:We used an adapted alternating treatment single-case design to compare the effect of affirmative feedback to affirmative plus suggestive feedback on educators’ use of naturalistic instruction. Three early childhood special educators and a focus child within their preschool classrooms participated. Visual analysis of our data suggest that affirmative plus suggestive feedback produced stronger effects compared to affirmative feedback. Based on these data, faculty and professional development providers should plan to provide their educators with both affirmative and suggestive feedback to strengthen educators’ practice. Implications for practice and research are included.
ISSN:0162-6434
2381-3121
DOI:10.1177/01626434211019391