Training Preservice General Educators to Collect Accurate Antecedent-Behavior-Consequence Data

The purpose of this study was to evaluate the use of behavioral skills training (BST) that included video vignettes used for modeling and rehearsal to train preservice general educators how to collect accurate antecedent-behavior-consequence (ABC) data using a structured recording format. The effect...

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Bibliographic Details
Published in:Education & treatment of children 2022-06, Vol.45 (2), p.173-191
Main Authors: Samudre, Mark D., Allday, R. Allan, Lane, Justin D.
Format: Article
Language:English
Subjects:
Accuracy
Adult Basic Education
Adult learning
Adult students
Behavior disorders
Behavioral assessment
Behavioral Science and Psychology
CAI
Child and School Psychology
Classrooms
Clinical Psychology
Computer assisted instruction
Course Descriptions
Data Collection
Developmental Psychology
Elementary schools
Functional Behavioral Assessment
Instructional Effectiveness
Intervention
Methods
Original Article
Preservice Teachers
Psychology
School psychologists
Special education
Special education teachers
Student Behavior
Student Evaluation
Teacher Education
Teachers of disabled children
Training
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Summary:The purpose of this study was to evaluate the use of behavioral skills training (BST) that included video vignettes used for modeling and rehearsal to train preservice general educators how to collect accurate antecedent-behavior-consequence (ABC) data using a structured recording format. The effectiveness of the intervention was evaluated within the context of a multiple probe single-case research design. This study also assessed generalization of collecting correct ABC data across a narrative format, given that this format is commonly used in schools. BST was effective for training preservice general educators to collect ABC data using a structured recording format and participants also generalized this skill to a narrative recording format. These findings extend the literature on BST as an intervention that can improve preservice general educators’ behavioral abilities. Practical implications and future areas of research are provided.
ISSN:0748-8491
1934-8924
DOI:10.1007/s43494-021-00064-0