Drawing on Key Partner Perspectives of an Autism-Focused Professional Development Program: A Conceptual Framework for Coaching

Autor/inn/en	Hamsho, Narmene; Eisenhower, Abbey; Galligan, Megan; Collier-Meek, Melissa A.; Bolourian, Yasamin; Levinson, Sarah; Blacher, Jan
Titel	Drawing on Key Partner Perspectives of an Autism-Focused Professional Development Program: A Conceptual Framework for Coaching
Quelle	(2023), (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hamsho, Narmene) ORCID (Eisenhower, Abbey) ORCID (Galligan, Megan) ORCID (Collier-Meek, Melissa A.) ORCID (Bolourian, Yasamin) ORCID (Blacher, Jan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Faculty Development; Coaching (Performance); Teacher Attitudes; Elementary School Teachers; Kindergarten; Grade 1; Grade 2; Adolescents; Adults; Elementary Secondary Education; Program Effectiveness; Teacher Competencies; Interpersonal Relationship; Barriers; Knowledge Level; California; Massachusetts + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrkunst; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wissensbasis; Kalifornien; Master-Studiengang
Abstract	Most teachers report wanting more training and support to teach autistic students. Individual, autism-focused coaching is a promising approach for improving teacher self-efficacy and autistic student outcomes. Given the high workload demands of coaching, it must be feasible and acceptable. This study considers coaches', teachers', and autistic peoples' perspectives to identify key components integral to autism-focused coaching as well as strategies that enhance the feasibility and acceptability of each component. Interviews with seven K-2nd grade teachers, ten autistic adolescents and adults, and a focus group with six coaches were qualitatively examined using an inductive approach and incorporated grounded theory practices to develop an autism-focused coaching framework. This framework consists of four contextual elements that were identified as crucial to coaching within an autism-specific context, including the use of a neurodiversity-affirming lens and coaches' strong autism knowledge. This framework also comprises eight sequential coaching components informed by principles of adult learning theory (e.g., observation, feedback, self-reflection) that are generalizable to supporting teachers' work with autistic and neurodivergent students. These findings offer guidance to coaches and program developers regarding key components to implement when working with teachers supporting autistic students. We highlight specific recommendations within each component to maximize the feasibility and social validity of autism-specific coaching. [This is the online version of an article published in "Journal of Educational and Psychological Consultation."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01