Abstract
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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Appendices
Appendix A
Teacher Use of Positive Behavior Support
Observational Data Sheet
Teacher name: _________________________ Date of observation: ____________
Length of observation: __________
Definition of student behaviors:
Hand Raised: Student raises hand in air to attract teacher’s attention without saying anything.
Talked Out: Student says something or makes noises to attract teacher’s attention.
Definition of teacher behaviors:
Attending: Teacher responds to student behavior (+).
Ignoring: Teacher ignores student behavior, waits 10 s before acknowledging student (−).
Appendix B
Procedural Integrity Checklist for Conducting Individual Workshops with Pairs of Pre-service Teachers
Discussion of the following topics:
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Explanation of Functional Behavioral Assessment process
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Discuss behavioral consequences
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Discussion of Positive Behavior Supports and IDEA
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discussion of reinforcing patterns of behavior
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discussion of function of behaviors
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discussion of need to teach alternate behaviors
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Discussion of Gaskins et al. Settlement and its implications for general education teachers
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Discuss positive reinforcements for behaviors, both problem (target) behaviors and alternate behaviors
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Discuss data collection sheet
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Instruction in the use of Differential Reinforcer of Alternate behaviors
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Suggestions for specific incidental occurrences in the classroom
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Practice appropriate responses to reinforce appropriate behaviors
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Questions?
Completed by: ______________________________ Date:__________
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Auld, R.G., Belfiore, P.J. & Scheeler, M.C. Increasing Pre-service Teachers’ Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior. J Behav Educ 19, 169–183 (2010). https://doi.org/10.1007/s10864-010-9107-4
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DOI: https://doi.org/10.1007/s10864-010-9107-4