Coaching as an instructional strategy for special education teachers
Evaluating the rigour and quality of the literature
Bibliographic Data
| ID | 21723100 |
|---|---|
| Authors | Miriam C Boesch (0000-0003-3110-7487, Department of Educational Psychology University of North Texas Denton Texas USA, corresponding author), M Alexandra Da Fonte (0000-0001-7265-4888, Department of Special Education Vanderbilt University Nashville Tennessee USA), Hanneh S Shiheiber (Department of Special Education Vanderbilt University Nashville Tennessee USA), Keren E Deneny (Department of Special Education Vanderbilt University Nashville Tennessee USA), Kaitlyn R Shaw (Department of Special Education Vanderbilt University Nashville Tennessee USA), Margaret F Davis (Department of Special Education Vanderbilt University Nashville Tennessee USA) |
| Year | 2026 |
| Volume | 26 |
| Issue | 2 |
| Publication date | 2026-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70072 |
| OpenAlex | W7131121142 |
| Language | EN |
| References cited | 46 |
Special education teachers receive professional development training that rarely includes the use of coaching. Coaching is essential as it provides teachers with specific strategies and feedback to enhance their skillset. Thus, the aim of this systematic literature review was to identify single‐case research design studies that evaluated coaching of special education teachers. Studies were assessed for rigour and quality using the Single Case Analysis and Review Framework (SCARF), to identify commonly used coaching components, assess coaching effectiveness through improvement rate difference (IRD) calculations, and identify research gaps. Using a multifaceted search procedure, 14 studies were included. Findings indicated that most studies had low SCARF rigour scores, high SCARF quality and breadth of measurement scores (Q‐BM) and high IRD scores. Common coaching components included an initial presentation, practice of the skill and provision of feedback. Practical implications and future research directions are also reported
Coaching · Faculty Development · Professional development · Rigour · Special education · Coaching Methods and Impact · Collaborative Teaching and Inclusion · Psychological Treatments and Assessments
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching
Using Coaching to Improve the Fidelity of Evidence-Based Practices
Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools
A Coefficient of Agreement for Nominal Scales
Use of Computer Technology to Help Students with Special Needs
Special development
Explicit Teaching and Teacher Training
A Meta-Analysis of Special Education Teachers' Burnout
| Highly cited | No |
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