Literaturnachweis - Detailanzeige
| Autor/inn/en | Holcomb, Christopher; Baker, Joshua N.; More, Cori |
|---|---|
| Titel | Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation |
| Quelle | In: Journal of Special Education Technology, 35 (2020) 3, S.155-166 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643419854502 |
| Schlagwörter | Educational Technology; Technology Uses in Education; Multimedia Instruction; Program Implementation; Fidelity; Regular and Special Education Relationship; Students with Disabilities; Program Effectiveness; Student Behavior; Elementary School Teachers; Inclusion; Prevention; Teaching Methods; Reinforcement Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Multimediales Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inklusion; Prävention; Vorbeugung; Teaching method; Lehrmethode; Unterrichtsmethode; Positive Verstärkung |
| Abstract | The purpose of this study was to investigate the effects of digital behavior intervention plans (DBIPs) with multimedia anchored instruction on general education teachers' fidelity of implementation while teaching students with disabilities. A multiple probe design was used to investigate the effects of DBIPs across six teacher-student dyads. The effects on student desirable and undesirable behaviors were also examined across all phases of the study. Data for all six teacher participants suggest a functional relationship and show that all teachers increased their fidelity of implementation of BIPs. In addition, the teachers' fidelity of implementation of the BIPs showed a moderate to high effect on increasing desirable student behavior and neutralized undesirable student behavior. Further results and implications for fidelity of implementation and research are discussed. (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 | 2024/1/01 |
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