Special education classrooms in rural settings often lack systematic support and access to high-quality professional development, thereby limiting teachers’ ability to implement individualized instructional models, such as station rotations, with fidelity. Common implementation barriers include inconsistent routines, unclear expectations, and difficulty managing multiple small groups. This single-case multiple-probe study examined the effects of a targeted staff training program comprising behavior skills training (BST), followed by ongoing coaching, on educators’ fidelity in implementing station rotations within a rural Special Education classroom. The intervention aimed to build staff capacity to deliver rotational instruction with fidelity. Three special education professionals participated in the study. Results showed that all participants improved their fidelity in implementing the station rotation model following the introduction of BST and coaching. Social validity data indicated that staff found the intervention acceptable and feasible for use in their classroom settings. Findings highlight the promise of combining BST and coaching to help rural educators adopt structured, individualized instructional approaches. This study addresses a critical gap in the literature. It underscores the importance of sustained, practice-based support to ensure effective implementation of instructional innovations in under-resourced special education environments.
Fricke et al. (Sat,) studied this question.