The Effects of a Multi-Tiered Support System Inspired Framework of Professional Development on Teacher Implementation of Discrete Trial Teaching

The Effects of a Multi-Tiered Support System Inspired Framework of Professional Development on Teacher Implementation of Discrete Trial Teaching Paul J. Mullan Chair of Supervisory Committee: Professor Ilene Schwartz Special Education This study documents the effects of a modest multi-tiered system of support (MTSS) inspired professional development (PD) framework on teacher implementation fidelity of Discrete Trial Teaching (DTT). A concurrent multi-treatment, multiple-baseline design was used across a maximum of four conditions: baseline, workshop (Tier 1), peer-mentoring with self-monitoring (Tier 2), and mentor coaching (Tier 3), and teachers accessed. Six pre-school special education teachers participated in the study; all teachers accessed Tier 1 supports, three accessed Tier 2 supports, and four accessed Tier 3 supports. Results indicate that a strong improvement in implementation fidelity of DTT for all participants between baseline and the end of the MTSS intervention. Component PD strategies had varying effects on teacher behavior. Social validity surveys were used to evaluate the usability of the MTSS as a PD strategy and assess the systems support available for teachers to engage in this type of PD. All 6 teachers strongly agreed that workshops, mentor coaching, and a MTSS framework were useable PD strategies. There was moderate agreement that the systems supports necessary to utilize this form of PD would be made available to them. These findings suggest that a MTSS inspired framework can be utilized as a means of increasing DTT adoption among teachers. In addition, the use of a MTSS framework that monitors and is responsive to teachers’ progress may be a flexible and realistic framework of PD that adapts scientifically based research to meet teachers’ individual and classroom needs (Odom, 2009). Dedication To my wife Sue, my dad, Vincent, and my mother-in-law Joan. To my late mam Sheila: the lessons she taught me continue to guide me and influence my life. She would be happy to hear I continue to follow my bliss. Acknowledgements This dissertation process has been challenging, enlightening, and at times confounding. I see this work as the beginning of the next phase of my life, where I can apply the lessons I have learned from a multitude of professors, colleagues, friends, and students who have supported my learning over the last 6 years. First, I would like to thank Dr. Ilene Schwartz for her support, guidance, time, and thoughtful feedback. She is one of a few people who consistently offered me opportunities to challenge myself and think about issues from different perspectives. I also want to express my appreciation to the other members of my doctoral committee: Dr. Carol Davis who provided me with my first opportunity to act as a research assistant and engage me in some of the most stimulating experiences of my career. To Dr. Morva McDonald who provided me with classes that excited me and helped me develop a greater understanding of teacher learning. I would also like to thank Dr. Cynthia Pearson for indulging my limited understanding of Participatory Research and Dr. Megan Moore who generously stepped into the GSR role on my committee. I would also like to thank the awesome teachers who allowed me into their classrooms; I enjoyed every moment of my time with you and through your willingness to engage in our community, taught me as much as I hope I taught you. Thanks also to James, for your help with IOA and the late night discussions that helped this dissertation come to fruition. I am truly blessed to have you and the rest of the Connections team in my life! Finally, I’d like to give a big thank-you to my wife Sue. Your support, encouragement, and at times impatience have helped me fulfill my dreams. I never could have done this without you. Now we can spend our weekends together again. I love you!