Using Behavioral Skills Training and Coaching with Preservice Teachers: An Evaluation of Impact on Implementation Fidelity

The need for effective and efficient special education teacher training in evidence-based instructional procedures persists. In this study, behavioral skills training (BST) and coaching were used to train and support a preservice special education teacher to implement empirically supported procedures (ESPs) in the classroom. A multiple baseline across skills design was used to evaluate effects across experimental conditions. The participant identified perceived issues needing intervention; the experimenter selected ESPs with contextual fit for implementation. Intervention was phased as needed in three conditions: task analysis, BST, and coaching. Results demonstrated that task analysis alone was not effective in producing sufficient implementation fidelity, but the addition of BST brought implementation fidelity rates of 88% or higher. Coaching effectively achieved implementation rates of 90% or higher for all ESPs. Furthermore, the participant reported high levels of satisfaction with the ESPs and the training and coaching procedures used to train her to implement them. Implications, limitations, and directions for future research are discussed.