ABSTRACT

The purpose of this study is to examine the effects of professional development (PD) on a special education teacher’s use of modified dialogic reading (MDR) in fidelity. In this study, we provided a two-hour PD and ongoing coaching to prepare a special education teacher’s use of MDR as intended. We measured the teacher’s fidelity of MDR implementation while teaching four students with autism spectrum disorder (ASD). A case study design was utilized, and it included baseline, intervention, and maintenance phases. The findings of this study showed that the PD package promoted the teacher’s use of MDR and maintained the skills with higher level of fidelity. However, the teacher’s implementation in fidelity for certain MDR components was variable across the students. By examining the effects of PD on the teacher’s use of MDR, The findings of this study advanced the field’s current knowledge of how to prepare teachers to use EBPs. More research is needed to generalize the findings of this study.

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