Teacher Use of Interventions in General Education Settings: Measurement and Analysis of the Independent Variable

Witt, Joseph C.; Noell, George H.; LaFleur, Lynn H.; Mortenson, Bruce P.

doi:10.1901/jaba.1997.30-693

Cited by 166 publications

(174 citation statements)

References 3 publications

(3 reference statements)

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“…More recent research has disputed these early hypotheses. For example, Witt, Noell, LaFleur, & Mortenson (1997) found that the provision of materials required for intervention implementation did not significantly alter treatment integrity, as was originally hypothesized. Additionally, studies have shown rapid deterioration of treatment integrity following training, regardless of the complexity of the intervention (e.g., DiGennaro et al, 2007;Hagermoser Sanetti et al, 2007).…”

Section: Controllable Consultation Characteristicsmentioning

confidence: 74%

“…The consultant and the teacher problem-solve ways in which treatment integrity can be improved, and praise is provided for all components of the intervention that were implemented correctly . To illustrate, Witt et al (1997), Noell et al (1997), and Jones et al (1997) compared daily performance feedback to a more traditional model of classroom consultation. Traditional consultation (didactic instruction and provision of rationale for intervention) was ineffective in maintaining teacher implementation of individualized interventions.…”

Section: Controllable Consultation Characteristicsmentioning

confidence: 99%

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Treatment Integrity of School-Based Behavior Analytic Interventions: A Review of the Research

Fiske

2008

Behav Analysis Practice

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A growing body of evidence suggests that treatment integrity of school-based behavior analytic interventions is related to intervention outcomes. These findings are of importance to behavior analysts, educators, and other practitioners working in school settings, and indicate that these professionals should be knowledgeable in the assessment of treatment integrity. In this article, we describe the methods used to measure treatment integrity in research and summarize the findings on consultation characteristics that affect treatment integrity. Based on the reviewed research, recommendations are offered to behavior analysts and school professionals to aid in the measurement and maintenance of treatment integrity in school settings. Descriptors: School-based interventions, treatment integrity ABSTRACT E

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Section: Controllable Consultation Characteristicsmentioning

confidence: 74%

Section: Controllable Consultation Characteristicsmentioning

confidence: 99%

Treatment Integrity of School-Based Behavior Analytic Interventions: A Review of the Research

Fiske

2008

Behav Analysis Practice

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“…Moreover, teachers can correctly implement the methods and strategies they have learned (Witt, Noell, LaFleur, & Mortenson, 1997), thus student academic engagement and academic performance may increase. Parallel with the findings of the previous research, this study suggests that the intervention program given to the teachers increased the academic engagement of students with special needs; the students started to write, engage in their tasks, and read both aloud and silently more.…”

Section: Discussionmentioning

confidence: 99%

Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

Akalın¹,

Sucuoğlu²

2015

EDUC SCI-THEOR PRACT

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Teacher training and teacher quality are an important part of the education system, therefore there is a need for new training programs for teachers to gain new knowledge and skills and to support their professional development. In recent years, new programs have been developed to offer knowledge and experience to teachers, and different methods such as consulting to increase the effectiveness of these programs have been suggested. One of these methods is performance feedback which can desirably change teacher behaviors and offer teachers opportunities to experience applying these newly learned methods in their classrooms. The purpose of this study is to examine the effectiveness of performance feedback (PF) which was given daily to teachers following their training in classroom management strategies on the outcome of teacher-student dyads. This study was conducted using three teachers working in mainstreaming classes and their students with special needs. A single-subject design, the multiple-probe design with probe conditions across subjects, and the one group pretest/post-test design were used to complete the research goal. As a result, performance feedback was found to have positive effects on teacher-use of target classroom management skills (individualization, transitions, and reinforcement). It was seen that intervention increased the preventive classroom management skills and classroom behaviors of teachers. Regarding the outcome for the children, the intervention program increased academic engagement and positive behaviors, while decreasing negative behaviors. Teacher opinions related to the performance feedback intervention were generally positive. Finally, social comparison data indicated that the intervention was socially valid, and by the end of the study the students who were participants in the research displayed more positive behaviors and less negative behaviors than the social comparison groups.

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“…Birinci grupta yer alan çalışmalarda, PG yolu ile verilen öğretmen eğitiminin öğretmen davranışları üzerindeki etkileri araştırılmıştır. Bu gruptaki araştırma bulguları, PG'nin öğretmen davranışlarını değiştirmede etkili bir yöntem olduğunu, ayrıca öğretmenlere sunulan PG'nin öğrencilerin problem davranışlarını azalttığını (Akalın, 2012;DiGennaro, Martens ve Kleinmann, 2007;Mesa, Lewis-Palmer ve Reinke, 2005;Sanetti, Luiselli ve Handler, 2007;Timuçin, 2008), akademik başarılarını ve olumlu davranışlarını da arttırdığını (Akalın, 2012;Gilbertson, Witt, Singletary ve VanDerHeyden, 2007;Mesa, Lewis-Palmer ve Reinke, 2005 Mortenson, 1997), PG'nin öğretmenlerin bazı müdahale programlarını (okul temelli müdahale planları, sınıfa dayalı davranış yönetimi planları, öğrencilerin davranış destek planları ve akran aracılı öğretim müdahaleleri) doğru uygulayıp uygulamadıkları incelenmiş, öğretmenlerin öğrendikleri yöntemlerin uygulama güvenirlikleri araştırılmıştır. Bu çalışmaların sonuçlarına göre öğretmen eğitiminde PG kullanılması, hem öğretmen davranışlarını olumlu yönde etkilemiş, hem de öğretmenlerin müdahale programlarını uygulama güvenirliklerini arttırmıştır.…”

Section: Sonuç Ve öNerilerunclassified

Performans geribildirimi ile öğretmenlerin mesleki gelişimini destekleme

Akalın¹

2014

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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ÖzEğitim-öğretimin kalitesi ile öğretmen niteliği arasında doğrudan bir ilişki vardır. Öğretmenin niteliği, eğitim sisteminin nihai hedefi olan öğrenci öğrenmesinin artırılmasında belirleyici bir rol oynamaktadır. Öğretmenlerin kişisel ve mesleki gelişimlerini sağlamayı amaçlayan öğretmen yetiştirme programları eğitim sisteminin önemli bir parçasını oluşturmakta, bu nedenle de öğretmen eğitimi uygulamaları sürekli incelenmektedir. Öğretmenlerin ve öğretmen adaylarının etkili öğretim uygulamalarını kullanmaları yönünde teşvik edilmeleri beklenmektedir. Etkili öğretim uygulamalarının kullanımını artıracak yöntemlerden biri öğretmenlere, öğretim ve davranış yönetimi becerilerine ilişkin, performans geribildirimi sunmaktır. Bu derlemede, performans geribildirimi ve özellikleri tanıtılmakta, öğretmen eğitimi uygulamaları çerçevesinde performans geribildirimi çalışmaları incelenmektedir. Bu amaçla, öğretmen eğitiminde performans geribildirimini konu alan araştırmalara yönelik alanyazın taraması yapılmış, ulaşılabilen çalışmalar kısaca özetlenmiş ve bu çalışmalardan elde edilen bilgiler ışığında uygulamaya ve ileri araştırmalara yönelik öneriler geliştirilmiştir.Anahtar Kelimeler: Öğretmen eğitimi, uygulama güvenirliği, performans geribildirimi Abstract There is a direct relationship between the quality of education and the teacher's qualifications. The quality of teacher plays a decisive role in the enhancement of student learning which is the ultimate goal of the education system. Teacher training programs aimed at providing teachers' personal and professional development constitute an important part of the education system therefore, teacher education practices are constantly examined. Individuals who are responsible of teacher education are expected to encourage teachers and teacher candidates to use effective instructional methods. One of the techniques which may increase the use of effective teaching methods is to give performance feedback to teachers about instructional and behavior management skills. In this review, performance feedback and its characteristics are introduced and performance feedback in the framework of teacher education is examined. For this purpose, literature with regard to the use of performance feedback in teacher training was reviewed, research studies which were available were briefly summarized and suggestions regarding future research and practice were made in the light of information obtained.

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Teacher Use of Interventions in General Education Settings: Measurement and Analysis of the Independent Variable

Cited by 166 publications

References 3 publications

Treatment Integrity of School-Based Behavior Analytic Interventions: A Review of the Research

Treatment Integrity of School-Based Behavior Analytic Interventions: A Review of the Research

Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

Performans geribildirimi ile öğretmenlerin mesleki gelişimini destekleme

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