Effects of Direct Consultation-Based Training and Peer Coaching on the Fidelity of Implementation of the Teaching Pyramid Model

Date

2016

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Abstract

This study used single subject research design to determine if direct consultation-based training and peer coaching could be used to increase treatment fidelity of the Teaching Pyramid Model in four rural preschool classrooms. The hypothesis of the study was that peer coaching could sustain the model as well as consultation-based training. Analysis of results supported that hypothesis. Results showed large effect sizes when comparing the treatment phases of the study to baseline.

Description

Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.

Keywords

Psychology, Education, Early childhood education, Teaching Pyramid Model

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