Abstract

Professional development for educators is often not evidence-based and insufficient to improve classroom management skills. Video-analysis has been shown to be effective at improving pedagogy of classroom teachers. We expanded on prior literature by using an early childhood general education teacher. A multiple baseline design across behaviors was used to evaluate the efficacy of a training model on providing opportunities to respond (OTR) and behavior-specific praise (BSP), and how this may reduce the need for corrective statements. Frequency data was obtained via 15 min video sessions. Results indicate that the intervention was functionally related to the two dependent variables. Effects were stronger for increasing the teacher’s usage of OTR and BSP than in the reduction of corrective statements.

摘要

教育工作者的专业发展通常不是基于证据的，不足以提高课堂管理技能。视频分析已被证明可以有效地改善课堂教师的教学法。我们通过雇用一名早期的通识教育老师来扩展以前的文献。跨行为的多基线设计用于评估培训模型在提供响应机会（OTR）和行为特定表扬（BSP）方面的功效，以及如何减少对矫正陈述的需求。频率数据是通过15分钟的视频会话获得的。结果表明干预与两个因变量在功能上相关。与减少纠正陈述相比，增加教师使用OTR和BSP的效果更强。