Researchers have provided evidence of the effects of academic engagement on the achievement of all students. Despite the benefits of academic engagement, low rates have been reported for students with extensive support needs (ESN). Fortunately, researchers have identified effective practices for increasing academic engagement, including increasing teacher-delivered opportunities to respond (OTRs); however, students with ESN often have complex communication needs (CCN) and require supports to communicate and systematic prompting to acquire skills.
Efforts to increase teacher practices are often not sustained over time. Coaching is form of professional development with a large research base demonstrating lasting impact on teacher behavior. There are several components in the coaching literature which have been shown to be effective. Therefore, the purpose of this study was to examine the effects of a coaching package comprised of an initial training, a goal setting and meeting cancellation contingency, daily performance feedback, and follow up coaching sessions on the frequency of teacher-delivered supported OTRs (i.e., OTR, communication support, prompt). All three teachers increased delivery of supported OTRs for the target student during small group instruction, while also increasing OTRs for all students in the group. In addition, all three target students increased active student responses (ASRs).