Christan Grygas Coogle
Biographic Data
| ID | 1603499 |
|---|---|
| NAME | Christan Grygas Coogle |
| GIVEN NAMES | Christan Grygas |
| FAMILY NAME | Coogle |
| SIGNATURE | COOGLE C G |
| AFFILIATIONS | College of Education and Human Services West Virginia University Morgantown WV USA |
| ORCID | 0000-0002-4440-7182 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
STEAM Activities in the Inclusive Classroom
The promotion of equity and access for all children to learn science is critical in early childhood settings. Considering the benefits of teaching science, technology, engineering, arts, and mathematics (STEAM), it is important that educators embed this pedagogy across early childhood settings. In order to promote access in inclusive early childhood settings that include young children from birth to 8 years of age with or without disabilities to …
A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder
The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated intervention effect using Tau‐U across student participants. Overall, paraprofessional‐implemented interventions resulted in large to very large changes acr…
Performance-Based Feedback to Enhance Preservice Teachers' Practice and Preschool Children's Expressive Communication
A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers' use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children's expressive communication and responses to preservice teachers' practice. Results suggest delayed performance-based feedback improved preservice teachers' practice, which w…
Pre-service teacher use of communication strategies upon receiving immediate feedback
An exploratory study of family‐centred help‐giving practices in early intervention
The purpose of this exploratory qualitative study was to investigate the early intervention ( EI ) experiences of mothers who have a young child at risk for autism spectrum disorder. Data were collected through observations, interviews and document analyses. Results of the study suggest (i) interpersonal skills of practitioners and provisions for family choice and collaboration lead to positive experiences for mothers; (ii) asset‐based attitudes …
An exploratory study of family‐centred help‐giving practices in early intervention
The purpose of this exploratory qualitative study was to investigate the early intervention ( EI ) experiences of mothers who have a young child at risk for autism spectrum disorder. Data were collected through observations, interviews and document analyses. Results of the study suggest (i) interpersonal skills of practitioners and provisions for family choice and collaboration lead to positive experiences for mothers; (ii) asset‐based attitudes …
Pre-service teacher use of communication strategies upon receiving immediate feedback
Performance-Based Feedback to Enhance Preservice Teachers' Practice and Preschool Children's Expressive Communication
A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers' use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children's expressive communication and responses to preservice teachers' practice. Results suggest delayed performance-based feedback improved preservice teachers' practice, which w…
A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder
The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated intervention effect using Tau‐U across student participants. Overall, paraprofessional‐implemented interventions resulted in large to very large changes acr…
STEAM Activities in the Inclusive Classroom
The promotion of equity and access for all children to learn science is critical in early childhood settings. Considering the benefits of teaching science, technology, engineering, arts, and mathematics (STEAM), it is important that educators embed this pedagogy across early childhood settings. In order to promote access in inclusive early childhood settings that include young children from birth to 8 years of age with or without disabilities to …
Psychology (5 works) · Developmental psychology (4 works) · Autism (3 works) · Family and Disability Support Research (3 works) · Pedagogy (3 works) · Autism spectrum disorder (2 works) · Autism Spectrum Disorder Research (2 works) · Behavioral and Psychological Studies (2 works) · Clinical Psychology (2 works) · Collaborative Teaching and Inclusion (2 works)