In Situ Training to Improve Early Childhood Teachers' Effective Instruction Delivery.
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| Title: | In Situ Training to Improve Early Childhood Teachers' Effective Instruction Delivery. |
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| Authors: | LaBrot, Zachary C. (AUTHOR), Johnson, Chelsea N. (AUTHOR), Maxime, Emily (AUTHOR), Cobek, Cagla (AUTHOR), Dufrene, Brad A. (AUTHOR) |
| Source: | Journal of Educational & Psychological Consultation. Oct-Dec2025, Vol. 35 Issue 4, p457-486. 30p. |
| Subjects: | Early childhood education, Teacher training, Explicit instruction, Effective teaching, Authentic assessment, Educational coaching, Child behavior |
| Abstract: | Noncompletion of teacher instructions is one of the most pervasive difficulties displayed in early childhood educations settings. Fortunately, there are a variety of effective strategies to prevent and address young children's noncompletion of teacher instructions. However, teachers may require consultation and ongoing implementation support to effectively implement and sustain intervention delivery. As such, the purpose of this study was to test the effectiveness of in situ training with performance feedback delivered in the context of direct behavioral consultation for improving three early childhood teachers' use of effective instruction delivery. Results indicated all three teachers increased accurate use of effective instruction delivery in target and generalization settings, with concomitant improvements in children's response to instructions. Results, implications, limitations, and future direction are discussed. [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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| Abstract: | Noncompletion of teacher instructions is one of the most pervasive difficulties displayed in early childhood educations settings. Fortunately, there are a variety of effective strategies to prevent and address young children's noncompletion of teacher instructions. However, teachers may require consultation and ongoing implementation support to effectively implement and sustain intervention delivery. As such, the purpose of this study was to test the effectiveness of in situ training with performance feedback delivered in the context of direct behavioral consultation for improving three early childhood teachers' use of effective instruction delivery. Results indicated all three teachers increased accurate use of effective instruction delivery in target and generalization settings, with concomitant improvements in children's response to instructions. Results, implications, limitations, and future direction are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10474412 |
| DOI: | 10.1080/10474412.2024.2415663 |
