Assessing Teacher Preference for Training Modalities for Behavior Intervention Plans

• Main Author: Porter, Laurel M.
• Format: Others
• Published: Scholar Commons 2019
• Subjects: behavioral skills training; teacher training; video modeling; written instructions; Social and Behavioral Sciences
• Online Access: https://scholarcommons.usf.edu/etd/7890; https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=9087&context=etd

Within public schools, teachers and instructors may require training to implement procedures listed in a behavior intervention plan (BIP) to support students with disabilities. It is crucial that teachers receive training that is both effective and efficient. Behavioral skills training (BST) and video modeling are two training modalities that are proven to be effective for a wide range of skills and learners. Written instructions, although they are not supported as an effective training method in the literature, can be used as task analysis for the steps that are needed to be performed for a procedure. At present, there is no standard for training teachers to implement BIP procedures and potentially effective training methods may be impacted by the amount of time training or the intensity of the training procedure. Therefore, the purpose of this study was to assess teacher preference for training modalities and to assess the feasibility of each modality in terms of training time and intensity. The participants in this study overwhelmingly selected self-assessments for both pre- and post-assessment evaluations as well as written instructions for their training modality.