You are here:

Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes
ARTICLE

Learning and Instruction Volume 59, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Present study investigated impact of pre-service teachers’ implementation of a constant time delay procedure within the framework of transition-based teaching on teaching pre-academic skills to three preschool children with developmental delays during transitions in inclusive classrooms. A multiple probe design across behaviors replicated across three children was used. Results indicated pre-service teachers could implement transition-based teaching with very high fidelity following a brief training session; pre-service teachers’ implementation of transition-based teaching resulted in acquisition of pre-academic skills by all three participating children with developmental delays; children generalized the pre-academic skills they learned to other teachers, settings, and materials; and they maintained high levels of correct responding during the follow-up sessions. Moreover, pre-service and preschool teachers found transition-based teaching acceptable and effective. Directions for future research and practice are discussed.

Citation

Rakap, S. (2019). Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes. Learning and Instruction, 59(1), 54-64. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.10.001

Keywords