Skip to main content

Advertisement

Log in

Increasing Pre-service Teachers’ Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior

Journal of Behavioral Education Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2007). Preparing pre-service teachers to use positive behavior supports in general education classrooms. Pennsylvania Teacher Educator, 6, 50–57.

    Google Scholar 

  • Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity: Using self-monitoring to enhance discrete trial instruction. Focus on Autism and Other Developmental Disabilities, 23, 95–102.

    Article  Google Scholar 

  • DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation integrity and students’inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40, 447–461.

    Article  PubMed  Google Scholar 

  • DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment integrity through negative reinforcement: Effects on teacher and student behavior. School Psychology Review, 34, 220–231.

    Google Scholar 

  • Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation? Teacher Education and Special Education, 20, 265–275.

    Google Scholar 

  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.

    Article  PubMed  Google Scholar 

  • Lane, K., Bocian, K., MacMillan, D., & Gresham, F. (2004). Treatment integrity: An essential but often forgotten component of school-based interventions. Preventing School Failure, 48(3), 36–43.

    Article  Google Scholar 

  • McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials training during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5–18.

    Article  Google Scholar 

  • Noell, H. G., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.

    Google Scholar 

  • Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17, 145–159.

    Article  Google Scholar 

  • Scheeler, M. C., & Lee, D. (2002). Using technology to deliver immediate corrective feedback to pre-service teachers. Journal of Behavioral Education, 11, 231–242.

    Article  Google Scholar 

  • Slider, N., Noell, G., & Williams, K. (2006). Providing practicing teachers classroom management professional development in a brief self-study format. Journal of Behavioral Education, 15, 215–228.

    Article  Google Scholar 

  • Vollmer, T. R., & Iwata, B. (1992). Differential reinforcement as treatment for behavior disorders: Procedural and functional variations. Research in Developmental Disabilities, 13, 393–417.

    Article  PubMed  Google Scholar 

  • Vollmer, T. R., Roane, H. S., Ringdahl, J. E., & Marcus, B. A. (1999). Evaluating treatment challenges with differential reinforcement or alternate behavior. Journal of Applied Behavior Analysis, 32, 9–23.

    Article  Google Scholar 

  • Wickstrom, K. F., Jones, K. M., LaFleur, L. H., & Witt, J. C. (1998). An analysis of treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 13, 141–154.

    Article  Google Scholar 

  • Wright-Gallo, G. L., Higbee, T. S., Reagon, K. A., & Davey, B. J. (2006). Classroom-based functional analysis and intervention for students with emotional/behavioral disorders. Education and Treatment of Children, 29(3), 421–436.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Ruth G. Auld.

Appendices

Appendix A

Teacher Use of Positive Behavior Support

Observational Data Sheet

Teacher name: _________________________ Date of observation: ____________

Length of observation: __________

  Directions: Circle the observed student behavior in the appropriate column

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:

  • Explanation of Functional Behavioral Assessment process

  • Discuss behavioral consequences

  • Discussion of Positive Behavior Supports and IDEA

    • discussion of reinforcing patterns of behavior

    • discussion of function of behaviors

    • discussion of need to teach alternate behaviors

  • Discussion of Gaskins et al. Settlement and its implications for general education teachers

  • Discuss positive reinforcements for behaviors, both problem (target) behaviors and alternate behaviors

  • Discuss data collection sheet

  • Instruction in the use of Differential Reinforcer of Alternate behaviors

  • Suggestions for specific incidental occurrences in the classroom

  • Practice appropriate responses to reinforce appropriate behaviors

  • Questions?

Completed by: ______________________________ Date:__________

Rights and permissions

Reprints and permissions

About this article

Cite this article

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

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-010-9107-4

Keywords

Navigation