Addressing the feasibility of the teacher performance rate and accuracy scale as a treatment integrity tool

Hranchuk, Kieva; Williams, Michael

doi:10.1002/bin.1774

Cited by 2 publications

(1 citation statement)

References 39 publications

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“…Stoicism or self-efficacy in spite of incredible adversity has been proposed as the foundation that defines human performance (11), and many other disciplines of performance research echo this sentiment (12)(13)(14)(15). The wellbeing and performance of teachers is thus a critical form of human capital in education and society (16) and a potentially important metric of educational integrity (17). Furthermore, we propose that this resilience in crises is a critical lever in maintaining a functional society.…”

Section: Viewpointmentioning

confidence: 86%

Educators as high-performance individuals and teams during a crisis

Lortie¹,

Lareau²,

Walshe³

2021

Preprint

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Educators and teachers are often front-line responders with children and families in a crisis. The COVID-19 pandemic was no exception. An effect-response model with adaptation can be applied to this multi-role challenge that educators faced to educate, protect, connect, and foster the well-being mentally and otherwise for students. This evidence can be used to explore the hypothesis that educators are high-performers and functionally elevate their performance under duress to serve the public. The relative importance of teacher performance during the COVID-19 pandemic was examined using scientific synthesis tools. An effect-response-adaptation model was used to model all research, and the relative importance of various responses implemented by teachers was explored. Research gaps and opportunities to better support and enable education in future are proposed.

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Section: Viewpointmentioning

confidence: 86%

Educators as high-performance individuals and teams during a crisis

Lortie¹,

Lareau²,

Walshe³

2021

Preprint

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A Preliminary Analysis of Incidental Bidirectional Naming and Derived Listener and Speaker Relations for Literacy Responses

Abdool-Ghany,

Fienup

2024

Behav. Soc. Iss.

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In the realm of behavioral research, significant contributions have greatly advanced reading studies, influencing educational practices. We explored the relationship between the degrees of incidental bidirectional naming (Inc-BiN) capabilities and children's derived relations for literacy responses. Inc-BiN is a repertoire whereby a child acquires listener and speaker responses from observation alone. Incidental unidirectional naming (Inc-UniN) occurs when observation of object-names produces listener, but not speaker behavior. Students who did not demonstrate listener and speaker components were classified as having No Incidental Naming (NiN). Across two studies, we evaluated how component skills involved in Inc-BiN are connected to emergent literacy responses in preschoolers with a disability. In Study 1, participants completed two conditions: (1) directly reinforcing speaker responses and testing for the emergence of listener responses, and (2) directly reinforcing listener responses and testing for the emergence of speaker responses. Results suggested that participants with Inc-BiN readily derived both speaker and listener responses, participants with Inc-UniN readily derived listener, but not speaker responses, and participants with NiN had difficulty acquiring directly reinforced responses and deriving responses. In Study 2, we established Inc-BiN with participants and readministered Study 1 tests. Our results suggest overlap between incidental bidirectional naming and derived responses and point to how one can incorporate derived relations instruction and differentiate instruction for children with varying repertoires.

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Addressing the feasibility of the teacher performance rate and accuracy scale as a treatment integrity tool

Cited by 2 publications

References 39 publications

Educators as high-performance individuals and teams during a crisis

Educators as high-performance individuals and teams during a crisis

A Preliminary Analysis of Incidental Bidirectional Naming and Derived Listener and Speaker Relations for Literacy Responses

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