An Evaluation of Computer‐based Programmed Instruction for Promoting Teachers' Greetings of Parents by Name

Ingvarsson, Einar T.; Hanley, Gregory P.

doi:10.1901/jaba.2006.18-05

Cited by 22 publications

(15 citation statements)

References 33 publications

(32 reference statements)

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“…CBI resulted in mastery‐level responding for most participants for training parent–child interactions (Blackman et al, 2019); graph creation (Berkman et al, 2019); DTI (Eldevik et al, 2013; Geiger et al, 2018; Gerencser et al, 2018; Higbee et al, 2016; Nosik et al, 2013; Nosik & Williams, 2011; Pollard et al, 2014); photographic activity schedules (Gerencser et al, 2017); interactions with consumers' parents (Ingvarsson & Hanley, 2006); SPAs (Marano et al, 2020); visual analysis of graphs (O'Grady et al, 2018; Schnell et al, 2018; Wolfe & Slocum, 2015); detecting antecedents and consequences of problem behavior (Scott et al, 2018); and imitation interventions (Wainer & Ingersoll, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Video modeling did not result in shelter volunteer staff reaching a pre-determined mastery criterion for implementing discrete trial obedience with dogs (Howard & DiGennaro Reed, 2014). CBI resulted in mastery-level responding for most participants for training parent-child interactions (Blackman et al, 2019); graph creation (Berkman et al, 2019); DTI (Eldevik et al, 2013;Geiger et al, 2018;Gerencser et al, 2018;Higbee et al, 2016;Nosik et al, 2013;Nosik & Williams, 2011;Pollard et al, 2014); photographic activity schedules (Gerencser et al, 2017); interactions with consumers' parents (Ingvarsson & Hanley, 2006) detecting antecedents and consequences of problem behavior (Scott et al, 2018); and imitation interventions (Wainer & Ingersoll, 2013).…”

Section: Discussionmentioning

confidence: 99%

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A review of the literature on staff training strategies that minimize trainer involvement

Marano

Vladescu

Reeve

et al. 2020

Behavioral Interventions

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Asynchronous training procedures, which do not require the simultaneous presence of a trainer and trainee, may offer benefits over synchronous training because they may be more efficient, cost-effective, and easier to disseminate. Additionally, asynchronous training may address low trainer to staff ratios. The purpose of this literature review was to identify studies that used asynchronous training procedures to teach any skill related to job performance. A total of 54 articles (containing 58 experiments) were identified for inclusion. The asynchronous staff training techniques identified included video models, computer-based instruction,

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A review of the literature on staff training strategies that minimize trainer involvement

Marano

Vladescu

Reeve

et al. 2020

Behavioral Interventions

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“…These results are similar to previous studies documenting that function-based staff-level interventions produced robust changes in behavior (e.g., Carr et al 2013). Moreover, this study improved upon previous research (e.g., Ingvarsson and Hanley 2006) by addressing more complex aspects of a quality interaction and effectively improved interactions with relatively simple training procedures. These findings have implications for early childhood settings by demonstrating that resource-sensitive training Fig.…”

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confidence: 53%

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mentioning

confidence: 99%

Improving the Quality of Parent-Teacher Interactions in an Early Childhood Classroom

Berc

Doucette

Reed

et al. 2014

Behav Analysis Practice

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Quality parent-teacher interactions promote positive relationships and valuable sharing of information (e.g., Endsley and Minish 1991;Ingvarsson and Hanley 2006), outcomes that affect parent satisfaction (Winkelstein 1981) and may also contribute to child development. Supportive relationships between families and educators facilitate child learning and decrease problem behavior (e.g., Fiese et al. 2006). Identifying ways to build positive relationships by promoting quality parent-teacher interactions in early childhood settings is a worthwhile endeavor. Unfortunately, these interactions occur infrequently during natural opportunities, such as morning drop-off in child care centers (Perlman and Fletcher 2012). To address this issue, we taught teachers to initiate quality interactions with parents by using a 12-step task analysis. We developed training procedures that would be easy to implement in a busy child care setting and would be acceptable to teachers who participated in the training.Teachers were undergraduate students who worked in an early childhood classroom as part of a practicum course. We developed a parent-teacher interaction task analysis (Table 1) based on supervisory expectations, licensing requirements, and published research (e.g., Perlman and Fletcher 2012). We measured the accuracy with which teachers implemented the task analysis and asked teachers to complete a questionnaire so that we could assess the acceptability of the training procedures.An organizational-level functional assessment revealed that teachers (1) were unable to describe correctly the behaviors comprising a parent-teacher interaction, and (2) lacked the skills to accurately implement the task analysis (criterion was set to 80 % accuracy across three consecutive observations). After obtaining university approval to conduct the study, we used a concurrent multiple baseline design across shifts to evaluate the effects of training on teacher accuracy. Our analysis consisted of two to four phases depending on teacher performance: (1) baseline, (2) task clarification, (3) videobased training, and (4) feedback.During baseline, teachers experienced typical training offered by the child development center (e.g., reading a manual, orientation, feedback from their supervisor on a variety of behaviors). Teacher accuracy for the morning (M=66.5 %) and afternoon (M=58.8 %) shifts was below criterion levels ( Fig. 1). Task clarification consisting of a brief review of a written task analysis was ineffective for teachers working the afternoon shift (M=60.9 %); thus, we did not introduce this intervention for the morning shift. A video-based training package consisting of a 5-min, 4-s video with models, guided notes, and a 5-item quiz increased teacher accuracy for both shifts. The morning shift reached mastery criterion quickly (M=87 %). Although teachers in the afternoon shift demonstrated increases in accuracy (M=76.5 %), they achieved criterion performance only when performance feedback was provided (M=89.2 %). Feedback consisted of a b...

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“…Nevertheless, researchers found that four preschool teachers rarely or never used parents' names during the morning check-in (Ingvarsson & Hanley, 2006). To improve greetings, the teachers were provided with computer-based instruction that linked children and their parents.…”

Section: Organizationsmentioning

confidence: 99%

Applied Behavior Analysis: Understanding and Changing Behavior in the Community—A Representative Review

Luyben

2009

Journal of Prevention & Intervention in the Community

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Applied behavior analysis, a psychological discipline, has been characterized as the science of behavior change (Chance, 2006). Research in applied behavior analysis has been published for approximately 40 years since the initial publication of the Journal of Applied Behavior Analysis in 1968. The field now encompasses a wide range of human behavior. Although much of the published research centers on problem behaviors that occur in schools and among people with disabilities, a substantial body of knowledge has emerged in community settings. This article provides a review of the behavioral community research published in the Journal of Applied Behavior Analysis as representative of this work, including research in the areas of home and family, health, safety, community involvement and the environment, recreation and sports, crime and delinquency, and organizations. In the interest of space, research in schools and with people with disabilities has been excluded from this review.

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An Evaluation of Computer‐based Programmed Instruction for Promoting Teachers' Greetings of Parents by Name

Cited by 22 publications

References 33 publications

A review of the literature on staff training strategies that minimize trainer involvement

A review of the literature on staff training strategies that minimize trainer involvement

Improving the Quality of Parent-Teacher Interactions in an Early Childhood Classroom

Applied Behavior Analysis: Understanding and Changing Behavior in the Community—A Representative Review

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