Graduation Term

Summer 2025

Degree Name

Doctor of Education (EdD)

Department

Department of Special Education

Committee Chair

Jeongae Kang

Committee Member

Allison Kroesch

Committee Member

Antonio Causarano

Abstract

Educational settings are filled with educators who have varying experiences in working with students who have disabilities and students who are considered at-risk. Typically, students who have disabilities or are considered at-risk struggle with self-regulation skills and require interventions to improve. However, literature has shown that there is very little training for teachers that will help them implement evidence-based strategies with fidelity. One of the strategies that can be used to improve self-regulation is goal setting, however, within the literature for the goal setting strategy, teachers are not well equipped to implement the strategy. Coaching has been deemed an effective professional development for improving teachers’ use of evidence-based practices. Therefore, this study examined the impact of the coaching model on teachers’ implementation fidelity of a goal setting strategy for students with behavior plans. This study was conducted using a single case design; multiple probe design across participants including three teachers. Visual analysis was used to analyze the data looking at levels, trends, and variability. Overall, the coaching model had a positive impact on the teachers’ implementation fidelity; however, there were other factors that impacted their implementation as well. Results, limitations, and implications are discussed.

Access Type

Dissertation-Open Access

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