Examining Implementation Fidelity of Shared Book Reading Training by Early Childhood Special Education Teachers in the United Arab Emirates
| dc.contributor.advisor | Duran, Lillian | |
| dc.contributor.author | Alhmoudi, Lemya | |
| dc.date.accessioned | 2025-02-24T19:09:33Z | |
| dc.date.available | 2025-02-24T19:09:33Z | |
| dc.date.issued | 2025-02-24 | |
| dc.description.abstract | Shared book reading is a method to support the academic and social skills of children with autism. In this study, shared book reading training was implemented with three Arabic-speaking teachers in the UAE. Teachers’ knowledge was assessed using pre and posttests. A multiple baseline design was employed to assess the effect of practice-based coaching on teachers’ implementation fidelity. In addition, the appropriateness, acceptability, and feasibility of the training was examined. Moreover, children’s spontaneous and prompted comments were explored. The findings of the study showed overall gains in teachers’ knowledge of shared book reading, a strong functional relation between practice-based coaching and teachers’ implementation fidelity, and a high rating of appropriateness, acceptability, and feasibility. Out of three children with autism, only one child had a strong functional relation between the increase in spontaneous commenting and their teacher implementation fidelity. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/30443 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.title | Examining Implementation Fidelity of Shared Book Reading Training by Early Childhood Special Education Teachers in the United Arab Emirates | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Special Education and Clinical Sciences | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | Ph.D. |
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