Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students with Profound Multiple Disabilities

Autor/inn/en	Horrocks, Erin L.; Morgan, Robert L.
Titel	Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students with Profound Multiple Disabilities
Quelle	In: Teacher Education and Special Education, 34 (2011) 4, S.283-319 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406410397556
Schlagwörter	Video Technology; Feedback (Response); Inservice Teacher Education; Role Playing; Multiple Disabilities; Prompting; Faculty Development; Program Implementation; Teaching Methods; Student Evaluation; Severe Disabilities; Evaluation Methods; Reinforcement; Psychomotor Skills; Program Effectiveness; Daily Living Skills + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Rollenspiel; Multiple disability; Mehrfachbehinderung; Benutzerführung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Severe disability; Schwerbehinderung; Positive Verstärkung; Psychomotorische Aktivität; Alltagsfertigkeit
Abstract	A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of potential reinforcing items), (b) controlled body movement assessment (i.e., gross and fine motor skills), and (c) access skill assessment (i.e., assessment of basic skills or prerequisite skills necessary for further instruction). Four teacher-student pairs from Phase 1 participated in Phase 2, where teachers were trained to use one of the following instructional strategies: least-to-most prompting, most-to-least prompting, time delay, or graduated guidance. A multiple baseline design across four teacher participants was used to determine if training was effective in increasing the percentage of correctly implemented instructional steps. Data indicated that the training package was effective in increasing teachers' skills in assessing and instructing students with profound multiple disabilities. In addition, data from student participants showed they were responsive to teachers' instruction, as the percentage of independently performed student responses increased from baseline to training and posttraining sessions. (Contains 3 figures and 7 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10