Increasing implementation of effective teaching: A professional development model of least-to-most supports for special educators

Abstract

Professional development serves as means of transferring skills and knowledge to in-service educators (Reid, 2010) and of aiding practitioners in maintaining a current knowledge base (Grimes, Kurns, & Tilly, 2006; Jacobson, 1990). Much remains unanswered regarding how to enhance professional development and increase implementation of evidence-based practices in order to improve student outcomes (Guskey & Yoon, 2009; Odom, 2008). This study utilized a non-concurrent multi-element within a multiple-baseline across participants design to investigate the effects of a least-to-most system of supports for professional development to increase implementation of discrete trial training (DTT). Three special educators of young children with moderate to severe disabilities participated in the study. Results were varied across each participant but indicated a relationship between number of DTT components implemented, closed learn units, and behavior-specific praise and the professional development activities (i.e., online module, self-monitoring, coaching). In addition, teachers reported the activities were informative and valuable.