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Using Behavior Skills Training And Virtual Simulations To Train Preservice Practitioners In Behavior Management: An Exploratory Comparison Study, Kathleen M. Randolph, Glenna M. Billingsley, Cathy N. Thomas
Using Behavior Skills Training And Virtual Simulations To Train Preservice Practitioners In Behavior Management: An Exploratory Comparison Study, Kathleen M. Randolph, Glenna M. Billingsley, Cathy N. Thomas
The Journal of Special Education Apprenticeship
This study investigated the efficacy of two distinct virtual training platforms, TeachLivE™ and Zoom with actors, in preparing preservice practitioners for behavior management in real-world settings. This exploratory study aimed to investigate individual participant skill acquisition and assess which platform better equipped participants with the necessary skills and strategies. This study employed Behavior Skills Training as the foundational pedagogical framework, utilizing structured training and feedback to foster skill acquisition and retention. The two groups, one using TeachLivE™ and the other Zoom with actors, received identical training modules and practice scenarios. After the training, participants were assessed on their ability to …
Infusing Technology Throughout Teacher Preparation Programs To Support Preservice Teacher Development, Aftynne E. Cheek, Whitney A. Idol, Jennie L. Jones, Kara B. Holden
Infusing Technology Throughout Teacher Preparation Programs To Support Preservice Teacher Development, Aftynne E. Cheek, Whitney A. Idol, Jennie L. Jones, Kara B. Holden
The Journal of Special Education Apprenticeship
Teacher preparation programs must be systematic in the way they teach content and pedagogy while providing preservice teachers the tools they need to both be successful and want to stay in the field. Reports such as the National Council for Accreditation of Teacher Education (NCATE, 2010) Blue Ribbon Panel report call for teacher preparation programs to use technology to support preservice teacher development of best practice. However, research indicates that there is a disconnect between what is expected of preservice teachers and the way they are taught, especially in the area of technology (Barak, 2017). In an effort to guide …