Search results for: Barton Erin E.

This article aims to describe two studies that examined the effects of training and coaching on preservice teachers’ implementation of an intervention focused on teaching play to young children with disabilities. The results indicated that didactic training alone was not associated with changes in teacher behaviors. However, training plus coaching resulted in teachers’ increased use of the intervention package. Child pretend play behaviors also were examined in Study II and increased with the teachers’ high-fidelity use of the intervention.