Teaching Systematic Instruction Competencies to Special Education Student Teachers: An Applied Behavioral Supervision Model

Abstract

This study compared the effectiveness of immediate and delayed feedback supervision procedures on the acquisition of systematic instruction skills by three pre-service teachers who were receiving practicum experience in classrooms for students with severe disabilities. Behaviors targeted for intervention were: (a) the appropriate use of positive consequences, and (b) the appropriate use of systems of instructional prompts. All supervision procedures were administered by university supervisors. Results indicated that immediate feedback was more effective with two student teachers and delayed feedback was more effective for the third participant. Unobtrusive observations of two participants in the practicum sites following the intervention indicated that the teaching skills maintained in the absence of the university supervisors.

Keywords

behavioral supervision student teachers systematic instruction

Get full access to this article

View all access options for this article.

References

Baumgart

Ferguson

(1991). Personnel preparation: Directions for the next decade. In Meyer

Peck

Brown

(Eds.), Critical issues in the lives of people with severe disabilities (pp. 313–352). Baltimore: Paul H. Brookes.

Gast

D. L.

Wolery

(1990). An applied research model for teacher preparation in the education of persons with severe disabilities. In Kaiser

Whorter

C. M.

(Eds.), Preparing personnel to work with persons with severe disabilities (pp. 243–269). Baltimore: Paul H. Brookes.

Goetz

Anderson

Doering

(1990). Personnel preparation for a community intensive model of instruction. In Kaiser

Whorter

C. M.

(Eds.), Preparing personnel to work with persons with severe disabilities (pp. 271–287). Baltimore: Paul H. Brookes.

Goodlad

(1984). A place called school. New York: Academic Press.

Holmes Group Report. (1986). Tomorrow's teachers. East Lansing, MI: Author.

Johnson

L. J.

(1986). Factors that influence skill acquisition of practicum students during a field-based experience. Teacher Education and Special Education, 9(3), 89–103.

Pugach

(1987). The National Education Reports and special education; Implications for teacher preparation. Exceptional Children, 53, 308–314.

Renzaglia

O'Reilly

M. F.

(1991). Undergraduate practicum handbook for the moderate and severe handicap personnel training program. Urbana-Champaign: University of Illinois Department of Special Education.

Robinson

(1990). The Iowa model of personnel preparation. In Kaiser

Whorter

C. M.

(Eds.), Preparing personnel to work with persons with severe disabilities (pp. 289–299). Baltimore: Paul H. Brookes.

10.

Roth

(1973). Certifying teachers: An overhaul is underway. The Clearinghouse, 47, 287–291.

11.

Rothstein

L. F.

(1990). Special education law. New York: Longman.

12.

Sindelar

P. T.

Rosenberg

M. S.

Wilson

R. J.

(1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8(1), 67–76.

13.

Snell

M. E.

(1990). Building our capacity to meet the needs of persons with severe disabilities: Problems and proposed solutions. In Kaiser

Whorter

C. M.

(Eds.), Preparing personnel to work with persons with severe disabilities (pp. 9–23). Baltimore: Paul H. Brookes.

14.

Welch

Kukic

(1988). Utah's response to critical issues and needs: An experimental field-based preparation program for teachers of mild and moderately handicapped students. Teacher Education and Special Education, 77(4), 172–179.