Changes in Student and Teacher Responses in Observed and Generalized Settings as a Function of Supervisor Observations

Abstract

Two studies are reported in which the effects of supervisor observations of teachers' performance rate and accuracy on both teachers' and severely handicapped students' behaviors were compared with baseline supervisor observations that did not specify rate and accuracy feedback. The latter observation procedure (nonspecific feedback) was more typical of the existing practices of school supervisors. The dependent variables for the teachers were rate and accuracy of teacher behaviors to student responses in individualized instructional settings involving discrete trials or task-analysis steps. The dependent variables for students were the rates of correct and incorrect responding to teacher presentations during the supervisor observation periods. Both studies used a multiple baseline design. The results of Study 1 showed that there were educationally significant changes in teacher and, in turn, student performance as a result of the use of the rate and accuracy procedure. The results of Study 2 replicated those of Study 1 while correcting limitations of Study 1. This latter study also demonstrated that the observation effects of the procedure generalized to teacher performance throughout the day. The results are discussed in terms of the efficiency and cost effectiveness of the procedure to train, monitor, and reinforce teacher effectiveness.

The Integration of Speaker and Listener Responses: A Theory of Verbal Development

“…The presence of all of these components in instructional trials, as in the frame, meets the requirements for what has been identified in several experiments as learn units. Learn units consist of instructional presentations that have all of the tested components, described above, that were found to ensure mastery (Albers & Greer, 1991;Emurian, 2004;Emurian, Hu, Wang, & Durham, 2000;Greer, 1994;Greer & McDonough, 1999;Ingham & Greer, 1992;Selinske et al, 1992;Skinner, 1968).…”

The Effects of Peer Monitoring Training on the Emergence of the Capability to Learn from Observing Instruction Received by Peers

“…Interobserver agreement for the dependent variables and instructional responses, as well as procedural reliability, were calculated by the teacher's correct presentation of learn units as recorded on the Teacher Performance Rate Accuracy (Ingham & Greer, 1992) form. Interobserver agreement was assessed by having two observers simultaneously, and independently, collect data on the students' responses and the second observer record procedural reliability.…”

“…In a series of experiments designed to test the components of tutoring that lead to learning on the part of the tutor (Greer et al, 2004), Greer et al experimentally tested for the presence or absence of operants for the tutors prior to the tutors engaging in peer tutoring. In these studies, the tutors used learn-unit presentations (Albers & Greer, 1991;Bahadourian, Tam, Greer, & Rosseau, 2006;Emurian, 2004;Emurian, Hu, Wang, & Durham, 2000;Greer, 1994aGreer, ,1994bGreer, , 2002Greer & McDonough, 1999;Ingham & Greer, 1992) to tutor peers. Learn units are instructional presentations that include components of instruction that are deemed necessary, if not sufficient, conditions for learning (Greer, 1994a).…”

A Long-Term Analysis of the Relationship Between Fluency and the Training and Maintenance of Complex Math Skills

“…That is, in the studies comparing percentage mastery versus fast rate mastery, inevitably the participants who received rate instruction also received more instructional presentations. Recently, investigators have isolated the instructional unit that predicts learning, the learn unit (Albers & Greer, 1991 ;Emurian, Hu, Wang , & Durham , 2000;Emu rian , 2004;Greer & McDonough, 1999;Greer, McCorkle, & Williams, 1989;Ingham & Greer, 1992;Selinske, Greer, & Lodhi , 1991). A learn unit includes the teacher or automated teaching device ensuring the student's attention, the unambiguous delivery of an antecedent that is to be the discriminative stimulus when the student has mastered the discriminated operant, and delivery of either a reinforcer or a correction .…”