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Short Clips, Big Impacts: Enhancing Preschool Teachers' Effective Instruction Delivery with Video Modeling Reels.

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Title: Short Clips, Big Impacts: Enhancing Preschool Teachers' Effective Instruction Delivery with Video Modeling Reels.
Authors: DeFouw, Emily R. (AUTHOR), LaBrot, Zachary C. (AUTHOR), Garza, Brittany D. (AUTHOR), Johnson, Chelsea (AUTHOR), Cato, Terreca (AUTHOR), McVay, Kayla (AUTHOR), Sweaks, Amarah (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p640-664. 25p.
Subjects: Classroom management, Educational technology, Preschool teachers, Effective teaching, Academic support programs, Behavior modification, Computer assisted instruction, Early childhood education
Abstract: Noncompliance with teacher instructions is a common challenging childhood behavior reported by many early childhood teachers. Fortunately, strategies like Effective Instruction Delivery (EID) can improve compliance. However, many early childhood teachers have limited access to behavior consultation when seeking support to address childhood behavior concerns. To overcome these barriers, technology may be a promising avenue to support teachers' use of classroom management strategies. There is limited research evaluating novel technology methods like video reels, which are widely accessible to nearly three-quarters of Americans. Using a multiple baseline design, we evaluated a novel implementation support, emailed video modeling (VM) reels (created in the TikTok™ application) on three early childhood teachers' use of EID with a target child and with two forms of generalization outcomes (i.e., activity, other children). Overall, results suggest that teachers' use of EID increased following the delivery of emailed VM reels across targeted and generalization outcomes. Implications for research and practice are discussed for the consideration of emailed VM reels as an implementation support to virtually support teachers in an effective, feasible, and non-intrusive manner. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature 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: Short Clips, Big Impacts: Enhancing Preschool Teachers' Effective Instruction Delivery with Video Modeling Reels.
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  Data: <searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink>
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  Data: Noncompliance with teacher instructions is a common challenging childhood behavior reported by many early childhood teachers. Fortunately, strategies like Effective Instruction Delivery (EID) can improve compliance. However, many early childhood teachers have limited access to behavior consultation when seeking support to address childhood behavior concerns. To overcome these barriers, technology may be a promising avenue to support teachers' use of classroom management strategies. There is limited research evaluating novel technology methods like video reels, which are widely accessible to nearly three-quarters of Americans. Using a multiple baseline design, we evaluated a novel implementation support, emailed video modeling (VM) reels (created in the TikTok™ application) on three early childhood teachers' use of EID with a target child and with two forms of generalization outcomes (i.e., activity, other children). Overall, results suggest that teachers' use of EID increased following the delivery of emailed VM reels across targeted and generalization outcomes. Implications for research and practice are discussed for the consideration of emailed VM reels as an implementation support to virtually support teachers in an effective, feasible, and non-intrusive manner. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature 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: Mar2026
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