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.

摘要

本研究的目的是检查职前教师在教授离散和连锁行为时使用恒定时间延迟 (CTD) 和同时提示 (SP) 的治疗完整性 (TI)。使用了描述性研究设计。共有28名职前特殊教育教师（16名女性和12名男性），年龄从20岁到35岁不等，参加了研究。通过对视频记录应用四种不同的观察和自我评估清单来收集数据。进行了描述性分析。研究结果表明，职前教师在离散行为中实施 CTD 和 SP，其 TI 高于连锁行为中的 CTD 和 SP。提供了对未来研究和实践的建议。