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| Teaching the Teachers: Effective Strategies for Staff and Parent Training |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC/VBC; Domain: Applied Behavior Analysis |
| Chair: Tina Marie Covington (Hawthorne Country Day School) |
| Abstract: The purpose of this session is to discuss findings on effective teacher and parent training strategies. The authors tested the effects of data decision analysis review meetings, video modeling and self-observations to develop teacher and parent training protocols that reach beyond the original Teacher Performance rate and Accuracy form developed by Ingam and Greer, 1992. Furthermore the rate of effective instruction in the classroom was measured by teacher correct tacts of data decision opportunities, correct and incorrect teaching strategies provided, and overall number of instructional units to criterion. Additionally, video modeling procedures where implemented to test their effects on parent accurate and inaccurate praise statements made to their children. The results of these strategies will be discussed to help school administrators, parent trainers, and teachers to provide effective instructional strategies to their staff and parents leading to more overall effective instruction. |
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| The Effects of Data Analysis Review Meetings on Rate of Effective Teacher Instruction Provided |
| AMOY KITO HUGH-PENNIE (Hawthorne Country Day School), Amanda W. Doll (Hawthorne Country Day School), Christine M. Kelly (Hawthorne Country Day School), Daren Cerrone (Hawthorne Country Day School) |
| Abstract: This study is a systematic replication of the effects of direct and observed supervisor learn units on teachers scientific tacts and instructional strategies (Nuzullo, 2002). This study tested the effects of weekly data analysis review meetings on the rate of effective instructional decisions made by teachers. The study took place on two campuses of a publicly funded private school in New York. The subjects of this experiment were teachers with experience ranging from 0-8 years. The students were children diagnosed with Autism Spectrum Disorder or other Disability. Baseline data was taken on the number of correct and incorrect data decisions made by teachers through an analysis of student’s individualized educational program graphs. Additionally, data were taken on correct and incorrect tacts of data decision opportunities, and correct and incorrect teaching strategies chosen. A data analysis review form was used by school supervisors and administrators to determine correct and incorrect data decisions. The interventions used by teachers were determined to be effective if the student met criterion in the subsequent phase. Additionally, if the intervention matched up to the error in the three-term contingency it was considered as a correct teaching strategy. Data collection is ongoing. |
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| Revisiting Video Self-Observation and the TPRA: Developing a Prescriptive Model |
| AMANDA W. DOLL (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Country Day School), Rachel Sgueglia (Hawthorne Country Day School), Dana Logozio (Hawthorne Country Day School) |
| Abstract: Previous research (Doll, Covington, Rosenfeld, & Cerrone, 2009) has identified that a subset of teaching staff do not respond to repeated observation-and-feedback cycles with a modified TPRA form fashioned after Ingham & Greer, 1992. In the 2009 study, those teachers who continued to commit instructional errors subsequently improved when they were taught how to use the modified TPRA form and then used this form in order to self-score their own teaching behavior from video samples. Teaching accuracy improved and instructional rate also improved; accuracy was a treated variable, while rate was an untreated variable. The present study seeks to replicate results from the 2009 study; to identify teachers for whom observation-and-feedback cycles are not serving to improve instructional behavior; to create a data-base for using video self-observation as a tactic when instructional practices need to be improved. Data collection is ongong. |
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| Using Video Self Observation and Teacher Performance Rate Accuracy to Ensure Compliance With Behavior Plans |
| NICOLE KALEN (Hawthorne Country Day School), Laurie-Beth Pastore Yanni (Hawthorne Country Day School) |
| Abstract: Teachers have been found to improve their accurate teaching performance when given graphic and written feedback on their teaching performance using a TPRA or Teacher Performance Rate Accuracy observation (Ingham & Greer, 1992). A subset of those teachers who did not improve with repeated TPRA’s alone, did improve when given explicit training on how to use a modified TPRA form followed by an opportunity to view their own teaching and score their performance using modified TPRA forms (Doll, Covington, Rosenfeld, & Cerrone, 2009). This study aims to replicate the approach used in the Doll, et al 2009 study, this time applying the procedure to parents by using a parent rate-accuracy observation form to deliver feedback on the parents’ appropriate application of their children’s behavior plans. Parents will be trained to use a parent-specific modified TPRA form, and will be given the opportunity to score their own implementation of the behavior plan, as was done in the Doll, et al, 2009 study. Data on both parent accuracy and child appropriate and inappropriate behavior will be discussed. Data collection is in process at this time. |
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| Increasing Supervisor Productivity in a Nonprofit School: Goals, Feedback, and a MotivAider |
| TINA MARIE COVINGTON (Hawthorne Country Day School), Daren Cerrone (Hawthorne Country Day School) |
| Abstract: Ingham and Greer (1992) demonstrated that accurate teacher presentation rates increased as a function of frequency and feedback provided by supervisors using the TPRA (Teacher Performance Rate Accuracy). A collateral effect of improved student learning was found as a result. Although research has demonstrated such a significant effect on student behavior, the reality is that the numbers of administrative tasks that burden supervisors often are antithesis to the paramount goal of doing direct and frequent observations with feedback. Wilk & Redmon (1998) showed that using goal setting, performance feedback, and graphic display were effective tactics to improve productivity with University Administration staff. The present study will systematically replicate the Wilk & Redmon study with supervisors in a Non-Profit School to test the effects of goal setting and feedback on the number of direct observations completed weekly. In addition the effects of using the MotivAider to prompt supervisor observations on the number completed weekly will be investigated. |
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