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Related Experiment Video

Updated: Jul 25, 2025

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Published on: January 23, 2017

Increasing Teacher Opportunities to Respond in a Head Start Program Using a Bug-In-Ear Coaching Model.

Ambra L Green¹, Amanda A Olsen², Vandana Nandakumar³

¹College of Education, University of Texas at Arlington, 701 Planetarium Place, Box 19777, Arlington, TX 76019-0777 USA.

Early Childhood Education Journal

|June 26, 2023

Summary

This summary is machine-generated.

Bug-in-ear coaching improved preschool teachers' use of opportunities to respond during math instruction. This evidence-based coaching strategy shows promise for enhancing early childhood education practices and teacher professional development.

Keywords:

Bug-in-ear Exclusionary practices Head Start teachers Opportunities-to-respond Students of color

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Area of Science:

Early Childhood Education
Educational Psychology
Classroom Management

Background:

Early childhood teachers require more training in evidence-based practices for kindergarten readiness.
Insufficient training leads to increased use of exclusionary discipline by preschool teachers.
Bug-in-ear coaching offers in-the-moment support to enhance teacher skills.

Purpose of the Study:

To examine the effectiveness of bug-in-ear coaching for preschool teachers.
To increase teachers' use of opportunities to respond during explicit math instruction.
To assess the impact of coaching on teacher implementation of evidence-based practices.

Main Methods:

A multiple baseline design across four preschool teachers was employed.
Bug-in-ear coaching provided real-time support to teachers during math lessons.
The intervention focused on increasing teachers' rates of opportunities to respond.

Main Results:

Bug-in-ear coaching increased opportunities to respond for all participating teachers.
A functional relation was established for two out of the four teachers.
Teacher-reported satisfaction and desire for continued coaching were high.

Conclusions:

Bug-in-ear coaching is a viable strategy for improving preschool teachers' instructional practices.
The intervention effectively increased the use of opportunities to respond, a key academic engagement strategy.
Teachers found the coaching beneficial for professional development and practice improvement.