Given the critical importance of discrete instructional practices in special education, teacher candidates must be prepared to implement them upon entering the classroom. In preservice teacher education programs, field placements and clinical experiences rarely provide enough opportunities for preservice teachers to gain the proficiency needed to provide effective instruction. In this study, a randomized control research design was used to investigate the effects of a mixed-reality simulation experience compared with traditional classroom practice in the implementation of a system of least prompts. Results suggest that mixed-reality simulation with additional coaching supports significantly improved preservice teachers’ implementation of the prompting sequence. Social validity data collected offer insights into the use of mixed-reality simulation in practice with preservice teachers. Limitations and suggestions for future work are discussed.

鉴于离散教学实践在特殊教育中的极端重要性，教师候选人必须准备好在进入教室后实施这些实践。在职前教师教育计划中，现场实习和临床经验很少会为职前教师提供足够的机会来获得提供有效指导所需的熟练程度。在这项研究中，采用随机对照研究设计来研究混合现实仿真体验与传统课堂实践相比在实施最少提示系统中的效果。结果表明，混合现实仿真和其他教练支持显着改善了职前教师对提示顺序的实施。所收集的社会有效性数据为在职前教师实践中使用混合现实模拟提供了见解。讨论了未来工作的局限性和建议。