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Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study.

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Title: Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study.
Authors: Shernoff, Elisa S. (AUTHOR), Frazier, Stacy L. (AUTHOR), Lisetti, Christine (AUTHOR), Delmarre, Alban (AUTHOR), Bibi, Zainab (AUTHOR), Gabbard, Joseph (AUTHOR)
Source: Journal of Educational & Psychological Consultation. Oct-Dec 2021, Vol. 31 Issue 4, p463-497. 35p.
Subjects: Evidence-based management, Teacher training, Instructional systems design, Medical simulation
Abstract: Simulation training models, such as Interactive Virtual Training for Teachers (IVT-T), have relevance to consultation and show promise in supporting teachers who need behavior management support. Using an embedded mixedmethod design, we examined the feasibility and effectiveness of IVT-T. Twenty seven teachers working in three K-8 schools participated in the quantitative strand and 18 teachers participated in the qualitative strand. Training dosage data indicated many teachers used IVT-T but 62% were unable to meet the minimum dosage of 45 min per week. Instructional design issues, using the system outside school, and technical glitches may explain lower use. On average, use of several evidence-based strategies increased from pre to post while instructional design weaknesses related to storylines and phases of training may have impacted translation of practices to the classroom. Implications for consultation-based services are discussed along with future directions for our work. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study.
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  Data: <searchLink fieldCode="AR" term="%22Shernoff%2C+Elisa+S%2E%22">Shernoff, Elisa S.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Frazier%2C+Stacy+L%2E%22">Frazier, Stacy L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lisetti%2C+Christine%22">Lisetti, Christine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Delmarre%2C+Alban%22">Delmarre, Alban</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bibi%2C+Zainab%22">Bibi, Zainab</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gabbard%2C+Joseph%22">Gabbard, Joseph</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+%26+Psychological+Consultation%22">Journal of Educational & Psychological Consultation</searchLink>. Oct-Dec 2021, Vol. 31 Issue 4, p463-497. 35p.
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  Data: <searchLink fieldCode="DE" term="%22Evidence-based+management%22">Evidence-based management</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+simulation%22">Medical simulation</searchLink>
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  Data: Simulation training models, such as Interactive Virtual Training for Teachers (IVT-T), have relevance to consultation and show promise in supporting teachers who need behavior management support. Using an embedded mixedmethod design, we examined the feasibility and effectiveness of IVT-T. Twenty seven teachers working in three K-8 schools participated in the quantitative strand and 18 teachers participated in the qualitative strand. Training dosage data indicated many teachers used IVT-T but 62% were unable to meet the minimum dosage of 45 min per week. Instructional design issues, using the system outside school, and technical glitches may explain lower use. On average, use of several evidence-based strategies increased from pre to post while instructional design weaknesses related to storylines and phases of training may have impacted translation of practices to the classroom. Implications for consultation-based services are discussed along with future directions for our work. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Oct-Dec 2021
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