Recent advances in microcomputer technology have made it possible to simulate realistic classroom situations, thereby allowing preservice teachers to learn and practice a wide variety of fundamental instructional and management skills under controlled conditions. This study was undertaken to provide further evidence of the effectiveness of the misbehavior component of the Curry Simulation in training preservice teachers to use research-based classroom management techniques. Participating in two consecutive 10- to 20-minute simulation sessions in which they presented a spelling lesson to a group of software-defined “pupils” were 18 undergraduate students of regular and special education. Each subject received one or two types of information about classroom management between simulation sessions. Analyses of performance data revealed that the mean number of appropriate management responses made to computer-generated pupil talkouts increased significantly across simulation sessions while the mean number of inappropriate responses decreased significantly. The amount of time spent dealing with pupil misbehavior was also significantly reduced. Furthermore, effects were maintained at a 2- to 8-week follow-up session. No significant effects were found for type of management information provided to subjects between sessions or for selected subject variables. Limitations of the study and implications for program development are discussed.
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