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| Remote Behavior Skills Training and Prompting to Increase Teacher Use of Evidence-Based Practices |
| Saturday, May 28, 2022 |
| 5:00 PM–5:50 PM |
| Meeting Level 2; Room 205A |
| Area: EDC/CBM; Domain: Service Delivery |
| Chair: Sara S. Kupzyk (University of Nebraska Omaha) |
| Discussant: Brenda J. Bassingthwaite (Munroe-Meyer Institute; University of Nebraska Medical Center) |
| CE Instructor: Sara S. Kupzyk, Ph.D. |
| Abstract: Quality training and supportive feedback are essential for increasing teachers’ use of evidence-based practices. Remote training and prompting may offer a flexible, effective, and efficient training approach to meet teacher needs. This symposium will include two presentations that used remote training and feedback methods to enhance teachers’ skills and treatment integrity. Participants included teachers and pre-service teachers completing student teaching. The studies used single-case designs to evaluate the effectiveness of (a) remote behavioral skills training (BST) on teachers’ skills in collaborating with parents to support learning at home and (b) emailed prompts on teacher’s use of behavior specific praise. The results indicated that (a) teachers’ confidence and skills increased following remote BST, (b) teachers were more likely to use skills taught when emailed prompting was used, and (c) teachers rated the implementation supports as acceptable. Collectively, remote BST and prompting appear to be valuable and feasible methods for increasing teachers’ use of evidence-based practices. |
| Instruction Level: Intermediate |
| Keyword(s): academic interventions, consultation, teacher training, treatment integrity |
| Target Audience: School-based consultation
Effective communication
Intervention development in schools |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe elements of effective remote teacher and parent training, (2) discuss remote strategies to enhance treatment integrity, and (3) describe methods for evaluating acceptability of interventions in school settings. |
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Training Teachers to Provide Opportunities for Parents to Support Learning at Home |
| SARA S. KUPZYK (University of Nebraska Omaha), Lindsey Aberle (University of Nebraska Omaha), Madison Schaller (University of Nebraska at Omaha), Maria Juarez (University of Nebraska at Omaha) |
| Abstract: Home-school partnerships are valuable and associated with improvements in students’ academic success. However, teachers often do not receive sufficient training to confidently collaborate with families. Furthermore, parents report feeling unsure of how to support learning at home and dissatisfaction with the special education process. The purpose of this study was to evaluate the use distance behavioral skills training on special educator’s use of evidence-based parent training to teach parents how to support individualized education programs at home. A multiple probe design was used to evaluate the effectiveness of the training. Pre and post data were also collected on teacher practices and confidence with working with families. All participants demonstrated a significant increase in steps completed following the training. The teachers reported high levels of satisfaction with the training and improved confidence in working with parents. Future research should examine parent perceptions of teachers’ use of the skills taught. |
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| Emailed Prompts to Promote Early Childhood Educators’ Rates of Behavior Specific Praise |
| ZACHARY CHARLES LABROT (University of Nebraska Medical Center), Chelsea Johnson (University of Southern Mississippi ), Terreca Cato (University of Southern Mississippi ), Emily Maxime (University of Southern Mississippi ), Emily DeFouw (University of Southern Mississippi) |
| Abstract: Although several implementation supports (e.g., prompts, performance feedback) delivered through school-based behavioral consultation have been found to be useful for improving early childhood educators’ treatment integrity, some research suggests that face-to-face consultation may not always be feasible. To overcome barriers to feasibility, school-based behavioral consultants may consider delivering implementation supports through email. There is some research to support the effectiveness of emailed supports for improving intervention integrity, but these studies have been limited to elementary school teachers. As such, the purpose of this study was to evaluate the effectiveness of emailed prompts for increasing early childhood educators’ rates of behavior specific praise (BSP). Participants included three early childhood teachers who were self-referred for behavioral consultation to learn effective classroom management strategies. Using a multiple baseline across participants design, this study provided an experimental demonstration of the effectiveness of emailed prompts for increasing rates of BSP. Specifically, results indicated that emailed prompts resulted in increases in all three teachers’ rates of BSP that maintained over time and generalized to settings in which consultation did not occur. Implications for practice and research in behavioral consultation in early childhood settings will be discussed. |
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