Kelly O. Byrd, R. Allan Allday, Rachel R. Henderson, Zachary Francis
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引用次数: 0
Abstract
The current study used a multiple probe design to determine the effects of an intervention package (asynchronous training plus emailed specific performance feedback) on the rate of opportunities to respond (OTR) of three preservice elementary teachers providing small group mathematics instruction. The study utilized Swivl to record and upload lessons, which were viewed and coded to determine the rate per minute of OTR. Results show a functional relation between the intervention package and increased rates of OTR across all participants. Calculations using Nonoverlap of All Pairs (NAP) and Log Response Ratio (LRRi) suggest strong effects on the rate of OTR. Social validity was determined by semi-structured interviews, during which participants noted the intervention package to be effective at changing their behavior and simple to implement. Limitations and future research directions are addressed.
期刊介绍：
Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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