The Investigation of Pre-Service Special Education Teachers' Treatment Integrity in the Use of Response Prompting Strategies

Autor/in	Oncul, Nuray
Titel	The Investigation of Pre-Service Special Education Teachers' Treatment Integrity in the Use of Response Prompting Strategies
Quelle	In: European Journal of Special Needs Education, 37 (2022) 2, S.278-292 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1872998
Schlagwörter	Preservice Teachers; Special Education Teachers; Prompting; Delay of Gratification; Skill Development; Program Implementation; Students with Disabilities; Evidence Based Practice; Stimuli; Responses; Foreign Countries; Fidelity; Teaching Methods; Student Behavior; Turkey + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Benutzerführung; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Anreizsystem; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Türkei
Abstract	The purpose of this study was to examine pre-service teachers' treatment integrity (TI) in the use of constant time delay (CTD) and simultaneous prompting (SP) while teaching discrete and chained behaviours. A descriptive research design was used. A total of 28 pre-service special education teachers (16 females and 12 males), whose ages ranged from 20 to35 years, participated in the study. The data were collected by applying four different observation and self-assessment checklists to video recordings. A descriptive analysis was conducted. The findings reveal that pre-service teachers implemented CTD and SP in discrete behaviours with higher TI than the CTD and SP in chained behaviours. Recommendations for future research and practice are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01