|Teacher Training Procedures to Improve Instructional Efficacy
|Sunday, May 30, 2010
|3:00 PM–4:20 PM
|Texas Ballroom Salon A (Grand Hyatt)
|Area: EDC/TBA; Domain: Applied Behavior Analysis
|Chair: Catherine D. Sales (Rye Schools)
|Discussant: Catherine D. Sales (Rye Schools)
|Abstract: Ineffective teaching procedures and problem behaviors can interfere with meaningful instruction. As a result, it is imperative that effective and efficient staff training methods are implemented to provide instructors a way to improve instructional efficacy as well as manage classroom behavior problems. The three studies presented herein test the effects of teacher training procedures on both student and teacher dependent measures. One compares the effectiveness of a video-based teacher training procedure versus an in-vivo teacher training procedure. The second tests the use of a behavioral skills training package to teach graph analysis to community-based teachers. Finally, a third study investigates the effectiveness of video modeling in training educational staff to complete functional analyses. While many traditional approaches to faculty training involve instruction following, these instructed performances are often insensitive to the consequences experienced in a classroom or within the field. The three papers presented in this symposium will provide instructional tactics for ensuring such skilled performance with faculty that allow a combination of both rule governed and contingency shaped experiences through the use of modeling and systems of training, while examining its effect on student learning. Further, the papers will examine the contingencies that maintain instruction following, as well as the relationship between verbal formulations and nonverbal contingencies.
|The Use of a Behavioral Skills Training Package to Teach Graph Analysis to Community-Based Teachers
|Lindsay M. Maffei- Almodovar (All About Kids), GINA MARIE FELICIANO (All About Kids)
|Abstract: The purpose of this study was to train community based teachers in an efficient and effective manner to make data based decisions. Because community based teachers receive limited supervision, their ability to make data based decisions in the absence of direct supervision is paramount to student learning. Six teachers were trained, using a four step training package, to implement data decision rules. Data decision rules are followed in order to detect when instructional changes should be made in the absence of direct supervision. The training package included written rules, demonstration, rehearsal and feedback. A multiple baseline design with pre/post test measures was used to assess instructional errors prior to and after training. Teacher accuracy in identifying the need for instructional changes increased following the implementation of the training package. The amount of time required to train teachers to make decisions will be discussed in light of the amount of training and supervision time allotted to community based providers.
|Acquisition of Functional Analysis Methodology via Video Modeling
|AMY J. DAVIES LACKEY (Manhattan Childrens Center), Samantha M. Solow (Manhattan Childrens Center), Lauren Katz (Manhattan Childrens Center), Ilana Garcia (Manhattan Childrens Center), Sandy Pih (Manhattan Childrens Center)
|Abstract: The purpose of this experiment was to examine the effectiveness of a video modeling training package on the acquisition of functional analysis methodology by classroom educational staff. Recent research has shown video modeling to be an efficient and effective means of training educators, with recent applications showing that implementation of functional analyses can be taught with a degree of high fidelity. A multiple baseline design across 6 participants was used to examine the implementation of functional analysis methodology prior to and following training utilizing a treatment package which included complete video modeling procedures described by Iwata et al. (2000). The independent variable, a training package, consisted of written materials, lecture, and video modeling. The primary dependent variable was the percentage of correct responses emitted by participants. Results are presented in terms acquisition of functional analysis methodology utilizing video modeling, its efficiency in training, effect on student behavior, and generalization to novel forms of behavior.
|Video-Based Self-Monitoring Versus In-Vivo Supervision to Teach Behavior Analytic Repertoires
|SUDHA RAMASWAMY (Mercy College)
|Abstract: This study compares the effectiveness of a video-based teacher training procedure versus an in-vivo teacher training procedure. The video-based teacher training procedure consisted of a self-monitoring procedure, wherein teachers observed their own behaviors on a video and recorded the total number of instructional trials delivered, instructional accuracy, and the number of student aberrant behaviors emitted. In contrast, the in-vivo procedure consisted of a supervisor providing immediate consequences to the teacher on the same three dependent variables. The study implemented a multiple baseline design across teachers, wherein 6 Special Education Itinerant Teachers (New York) were participants. The findings demonstrate the effectiveness of both independent variables on improving teaching skills. Further, the results showed a differential and improved effect of the video-based self-monitoring procedure as compared to the in-vivo procedure in improving teacher rate and accuracy as well as in decreasing problem behavior.