|
| Teaching Behavior Analytic Principles to Teachers and Coaches |
| Saturday, May 29, 2004 |
| 1:00 PM–2:20 PM |
| Berkeley |
| Area: EDC |
| Chair: John C. Begeny (Syracuse University) |
| |
| Practice and Implications of a Behavior Systems Approach to Athletic Coaching Effectiveness with Implications for Research and Training |
| Domain: Applied Research |
| DARIAN A. PARKER (University of Nevada, Las Vegas), Thomas L. Sharpe, Jr. (University of Nevada, Las Vegas), Daniel W. Balderson (University of Nevada, Las Vegas) |
| |
| Abstract: Applied research on coaching effectiveness in structured sport and athletic settings is receiving greater attention in postsecondary teacher education. Study documenting the behavioral characteristics of effective coaching practice is becoming available (e.g., Partridge & Franks, 1996; Smith & Smoll, 1997; Stewart & Bengier, 2001). Currently, university teacher education programs and professional accreditation organizations are involving in the development and implementation of coaching effectiveness certification programs designed for the effective preparation of professionals working in structured youth to adult coaching settings. These initiatives have substantive implications for the applied behavior analysis profession, given the potential contributions of a behavior analytic approach to research and training in this emergent postsecondary academic area. To these ends, this presentation first provides a conceptual summary of the appeal of a behavior systems approach (Sharpe & Koperwas, 2003) to the study of coaching effectiveness. Next, one evaluation tool is illustrated in the contexts of (a) providing descriptive mapping approaches to coach and athlete practices for the purposes of training and continuing education evaluation applications, and (b) implementing ongoing feedback and goal-setting workshops with practicing coaches in efforts to improve their daily practice effectiveness with athletes. This presentation closes with a data summary in support of the importance of a behavior analytic approach to coaching education, using behavior systems data descriptions across coaches of variable educational and experiential backgrounds. |
| |
| An Assessment of Teachers’ College Training in Behavioral Instruction Practices |
| Domain: Applied Research |
| JOHN C. BEGENY (Syracuse University), Brian K. Martens (Syracuse University) |
| |
| Abstract: Several behavioral-based instruction practices have been empirically demonstrated to increase students’ academic achievement. However, there are no known data to indicate the extent of training teachers receive in these practices. Accordingly, this study used a survey to examine master’s level elementary, secondary, and special education students’ coursework and applied training in 25 behavioral instruction practices and principles. The primary results of this study indicated that respondents: 1) generally received very little training in behavioral instruction practices, and 2) received the least amount of training in behavioral based academic assessment strategies (e.g., CBM) and instructional programs (e.g., Direct Instruction). Results also suggested that while the typical participant had little training in academic assessment strategies, special education students had significantly more training in this area than elementary or secondary education students. To better ensure the reliability of these findings, conservative inclusion criteria were used to determine the final sample of participants (e.g., participants must have had a specific amount of coursework training and student teaching, they must have “passed” the lie-scale item of the survey, etc.). In addition, test-retest reliability estimates of the measure indicated adequate levels of reliability (e.g., .90 for the Total Score—Coursework scale). Implications of these findings and directions for future research (e.g., effective dissemination efforts) will be discussed. |
| |
| Successful Intelligence Can Be Taught: Whimbey's Think Aloud Problem Solving Meets Sternberg's Theory |
| Domain: Applied Research |
| JOANNE K. ROBBINS (Morningside Academy), April Heimlich (Morningside Academy) |
| |
| Abstract: Sternberg (2003) has recently defined a theory of “successful intelligence.” He has differentiated successful intelligence along four dimensions: “ability to achieve success in term’s of one’s personal standards, within one’s sociocultural context; ability to use existing skills and develop new ones; ability to modify oneself to suit the environment; and success attained through a balance of analytical, creative and practical abilities.” (pp.141-142) This paper will provide an overview of Sternberg’s approach and suggest that the critical feature governing the successful demonstration of this constellation of these so-called intelligences can be reduced to the application of an explicit behavioral reasoning strategy described by Whimbey (1979). To the extent that Sternberg’s successful intelligence describes repertoires of value, the explicit teaching of Whimbey’s strategy can provide an effective way of increasing an individual’s personal competence. |
| |
|
| |