We report the findings of a randomized controlled trial examining the use of content acquisition podcasts for teachers (CAP-Ts) with 94 preservice teacher participants from two public universities. This study is an extension of a previous CAP-T study. We examined whether active embedded questions in CAP-Ts increased participant knowledge of functional behavioral assessments (FBAs). Participants completed a pretest, treatment, and posttest assessment to measure the extent to which CAP-Ts with active embedded questions supported participant knowledge, improved application of FBA skills, and impacted social validity as compared with traditional CAP-Ts. Findings indicate that CAP-T with embedded questions did not produce significant changes in preservice teacher knowledge and application of skills. Limitations and future directions are discussed.

中文翻译：

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在职前教师评估多媒体教学中嵌入式响应的效果

我们报告了一项随机对照试验的结果，该试验检查了来自两所公立大学的94名职前教师参与者的教师使用内容获取播客（CAP-Ts）。该研究是先前CAP-T研究的扩展。我们检查了CAP-T中的主动嵌入问题是否增加了参与者的功能行为评估（FBA）知识。与传统的CAP-T相比，参与者完成了测验前，治疗和测后评估，以衡量带有活跃嵌入问题的CAP-T在多大程度上支持参与者的知识，改善FBA技能的应用并影响社会有效性。调查结果表明，带有嵌入式问题的CAP-T不会对职前教师的知识和技能应用产生重大变化。讨论了局限性和未来方向。