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

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dc.contributor.advisorFugate, Mark
dc.contributor.authorVaughn, Maria Kay
dc.date.accessioned2016-05-03T14:45:53Z
dc.date.available2016-05-03T14:45:53Z
dc.date.issued2016
dc.descriptionDissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.en_US
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/10829/7218
dc.language.isoen_USen_US
dc.rights.urihttps://libraries.alfred.edu/AURA/termsofuseen_US
dc.subjectPsychologyen_US
dc.subjectEducationen_US
dc.subjectEarly childhood educationen_US
dc.subjectTeaching Pyramid Modelen_US
dc.titleEffects of Direct Consultation-Based Training and Peer Coaching on the Fidelity of Implementation of the Teaching Pyramid Modelen_US
dc.typeDissertationen_US

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