A Comparison of Written, Vocal, and Video Feedback When Training Teachers

Luck, Kally M.; Lerman, Dorothea C.; Wu, Wai-Ling; Dupuis, Danielle L.; Hussein, Louisa A.

doi:10.1007/s10864-017-9279-2

Cited by 9 publications

(18 citation statements)

References 17 publications

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“…Additionally, a brief one‐time 10‐min feedback session was successful for three participants to reach mastery criteria after BST was provided. This is a common practice when training natural change agents and is used frequently within the context of teacher preparation (see Luck, Lerman, Wu, Dupuis, & Hussein, 2018; Schaefer & Andzik, 2020).…”

Section: Discussionmentioning

confidence: 99%

Using behavioral skills training with preservice teachers in the university classroom

Kirkpatrick

Rehfeld

Akers

et al. 2020

Behavioral Interventions

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Preservice and novice teachers often identify behavior management as an area of weakness that they attribute to a lack of sufficient instruction during their teacher preparation. Behavioral skills training (BST) is an evidence‐based teaching methodology based on the principles of applied behavior analysis used to teach new skills. This study investigated the use of BST in the university setting to teach undergraduate preservice teachers enrolled in a field‐based special education course to implement a token economy during small group instruction with children. A single‐case research design was used to assess the effectiveness of using BST by evaluating accuracy of implementation before and after BST. Results showed BST was an effective teaching procedure and social validity measures collected from the preservice teachers indicated BST was acceptable to all participants. Limitations and needs for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Using behavioral skills training with preservice teachers in the university classroom

Kirkpatrick

Rehfeld

Akers

et al. 2020

Behavioral Interventions

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“…In a specific example, Luck et al (2018) determined that when participants were given different formats of feedback delivery, text and vocal, target skill mastery was consistent across both methods, indicating both interventions resulted in similar effects. However, all participants exclusively identified vocal feedback as their feedback delivery preference (Luck et al, 2018). Deshmukh et al (2022) demonstrated that when delivering verbal and video feedback, one participant had greater success with verbal feedback, while another demonstrated greater effects with video feedback.…”

Section: Auditory Feedback and Vocal Consequencesmentioning

confidence: 99%

“…Behaviorally descriptive feedback is known to be most effective (Quinn et al, 2015(Quinn et al, , 2017Saraf et al, 2014), which both TAGteach/auditory feedback and vocal consequences can provide. It is important to note that a lot of information is unknown about vocal consequences, functional properties of the instruction versus the feedback consequence, and feedback dimensions, as the results of many studies have been inconsistent (Alvero et al, 2001;Deshmukh et al, 2022;Luck et al, 2018;Sleiman et al, 2020). In a specific example, Luck et al (2018) determined that when participants were given different formats of feedback delivery, text and vocal, target skill mastery was consistent across both methods, indicating both interventions resulted in similar effects.…”

Section: Auditory Feedback and Vocal Consequencesmentioning

confidence: 99%

“…It is important to note that a lot of information is unknown about vocal consequences, functional properties of the instruction versus the feedback consequence, and feedback dimensions, as the results of many studies have been inconsistent (Alvero et al, 2001;Deshmukh et al, 2022;Luck et al, 2018;Sleiman et al, 2020). In a specific example, Luck et al (2018) determined that when participants were given different formats of feedback delivery, text and vocal, target skill mastery was consistent across both methods, indicating both interventions resulted in similar effects. However, all participants exclusively identified vocal feedback as their feedback delivery preference (Luck et al, 2018).…”

Section: Auditory Feedback and Vocal Consequencesmentioning

confidence: 99%

“…In a specific example, Luck et al. (2018) determined that when participants were given different formats of feedback delivery, text and vocal, target skill mastery was consistent across both methods, indicating both interventions resulted in similar effects. However, all participants exclusively identified vocal feedback as their feedback delivery preference (Luck et al., 2018).…”

Section: Auditory Feedback and Vocal Consequencesmentioning

confidence: 99%

See 2 more Smart Citations

Using vocal consequences with TAGteach™ to teach novel dance movements to adults

Arnall

Griffith

Kalafut

et al. 2022

Behavioral Interventions

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Researchers have demonstrated the effectiveness of TAGteach™ to develop skills across a variety of sports, such as football, golf, and dance, however, the role of vocal consequences in skill development is not yet fully understood. To date, there have been no studies that have examined the effects of these two interventions. Therefore, the purpose of this study is to demonstrate the effects of vocal consequences and TAGteach on the skill acquisition of a series of dance movements for two adults aged 28 and 43. Neither participant made substantial gains in skill acquisition during the vocal consequences (e.g., “great,” “not quite”) phase, yet each demonstrated increased skill acquisition for all movements during the TAGteach phase. Although no direct comparison occurred, the data suggest that the TAGteach intervention was more effective for increasing skill acquisition of the movements across a multiple baseline of movements. At the 2‐week and 4‐week follow‐ups, both participants maintained higher percentages of correct tag point demonstration than were displayed during baseline or the vocal consequence phase.

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A review of the concurrent‐chains arrangement to assess intervention choice: 2018–2023

Auten,

Van Camp,

Ferguson

2024

J of App Behav Analysis

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A Comparison of Written, Vocal, and Video Feedback When Training Teachers

Cited by 9 publications

References 17 publications

Using behavioral skills training with preservice teachers in the university classroom

Using behavioral skills training with preservice teachers in the university classroom

Using vocal consequences with TAGteach™ to teach novel dance movements to adults

A review of the concurrent‐chains arrangement to assess intervention choice: 2018–2023

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