TY - JOUR
T1 - Increasing pre-service teachers' use of differential reinforcement
T2 - Effects of performance feedback on consequences for student behavior
AU - Auld, Ruth G.
AU - Belfiore, Phillip J.
AU - Scheeler, Mary Catherine
PY - 2010/6
Y1 - 2010/6
N2 - Significant dollars are spent each school year on professional development programs to improve teachers' effectiveness in the classroom. The usefulness of these programs can be measured by the consistent application (i.e., implementation integrity) of skills which were taught in the training sessions. This study assessed the integrity with which pre-service teachers used a differential reinforcement of alternate behavior (DRA) strategy taught to them during their student teaching experience. Seven student teachers in general education settings participated. Teaching assignments ranged from early elementary through high school in urban, suburban, and rural settings. Intervention consisted of a 1-h workshop and individual feedback meetings following direct classroom observation. Results showed that (a) student teachers increased their number of correct DRA responses as measured by accurate teacher feedback to students, and (b) students showed increased hand-raising and decreased talk-outs. Implications for helping pre-service general education teachers to teach more consistently and effectively in inclusive settings are discussed.
AB - Significant dollars are spent each school year on professional development programs to improve teachers' effectiveness in the classroom. The usefulness of these programs can be measured by the consistent application (i.e., implementation integrity) of skills which were taught in the training sessions. This study assessed the integrity with which pre-service teachers used a differential reinforcement of alternate behavior (DRA) strategy taught to them during their student teaching experience. Seven student teachers in general education settings participated. Teaching assignments ranged from early elementary through high school in urban, suburban, and rural settings. Intervention consisted of a 1-h workshop and individual feedback meetings following direct classroom observation. Results showed that (a) student teachers increased their number of correct DRA responses as measured by accurate teacher feedback to students, and (b) students showed increased hand-raising and decreased talk-outs. Implications for helping pre-service general education teachers to teach more consistently and effectively in inclusive settings are discussed.
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U2 - 10.1007/s10864-010-9107-4
DO - 10.1007/s10864-010-9107-4
M3 - Article
AN - SCOPUS:77953542457
SN - 1053-0819
VL - 19
SP - 169
EP - 183
JO - Journal of Behavioral Education
JF - Journal of Behavioral Education
IS - 2
ER -