Effects of a CD-ROM training program to teach elementary education teachers to conduct-descriptive analyses of problem behaviors in their classrooms
Darlene H. Anderson, Utah State University, United States
Utah State University . Awarded
An experimental time series design was used to examine the effects of a case-based video-training program on the behavior analytic skills of 45 preservice elementary education teachers. Brief video clips of classroom scenes (knowledge measure) and 20- to 30-minute videotaped segments of problem and productive behavior (generalization measure) were used to assess teachers' behavior analyses prior to and following video training. Participant responses were evaluated in terms of the dependent variable, percent correct, at two levels of analysis to determine whether (a) behavior statements included analytical components and (b) responses aligned with video content.
The knowledge and generalization measures required participants to identify problem behavior in context, summarize behaviors with similar function, and describe the context in which productive behavior might occur. Knowledge measure results indicated statistically significant differences between experimental and control group performance at format and accuracy levels on posttests 1–3. Findings were replicated with the control group on posttests 4–6.
In the generalization measure, participant responses included analyses of productive as well as problem behavior and were written in narrative format. Hence, a screening procedure was used to select responses meeting predetermined scoring criteria. Results of a chi-square analysis revealed no significant differences between groups in the percentage of participant responses selected. However, independent-samples t tests indicated significant differences in group means on posttests 2 and 3 for responses meeting scoring criteria.
A qualitative pre-post assessment of preservice teachers' views of behavior management suggested that participants were more likely to recommend strategies that were proactive and positive following training. In addition, social validity ratings indicated that participants considered the content of the instructional program to be very important.
Anderson, D.H. Effects of a CD-ROM training program to teach elementary education teachers to conduct-descriptive analyses of problem behaviors in their classrooms. Ph.D. thesis, Utah State University.
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