Effects of Group Behavioral Skills Training on Teacher Candidates’ Acquisition and Maintenance of Active Listening

Vostal, Brooks R.; Mrachko, Alicia A.; Vostal, Meg; McCoy, Ashley

doi:10.1007/s10864-021-09431-8

Cited by 7 publications

(4 citation statements)

References 24 publications

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“…This set of strategies prompts professionals to use nonverbal and verbal communication to convey to the caregiver that they are engaged, attentive, and that their message is valued and important. With active listening, professionals ask questions about the caregivers’ beliefs, feelings, and paraphrase the message to ensure mutual understanding (Vostal et al, 2021; Weger et al, 2010). Active listening can be used to set the foundation of a reciprocal meeting, get families involved, and communicate about topics that may be daunting to discuss, such as religious diversity, in an open and respectful way.…”

Section: Using Active Listening To Facilitate Inclusive Practicesmentioning

confidence: 99%

“…One strategy that professionals can use during meetings with caregivers to engage and collect information is called “LAFF Don’t Cry” (McNaughton & Vostal, 2010). Caregivers expressed that they perceive those who used LAFF don’t CRY strategy as more effective communicators than those who do not (McNaughton et al, 2008; Thistle & McNaughton, 2015; Vostal et al, 2021).…”

Section: Using Active Listening To Facilitate Inclusive Practicesmentioning

confidence: 99%

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Supporting Muslim Families of Young Children With Extensive Support Needs: Recommendations for Practitioners

Bhana Lopez,

Bagawan

2024

Inclusive Practices

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Culturally sensitive practices when working with young children with disabilities and their families are key to producing socially valid goals. In this article, we provide teachers with guidelines on how to best support Muslim families who have children with extensive support needs. Islam is the second-largest religion in the world, yet many non-Muslims might not be familiar with the religious practices of Muslim families. Thus, we provide an overview of the five pillars of Islam and suggest adaptations that may be required. Practitioners are encouraged to use the “LAFF don’t CRY” active listening strategy when working with families from diverse backgrounds. Additional resources to foster religious diversity are presented.

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Section: Using Active Listening To Facilitate Inclusive Practicesmentioning

confidence: 99%

Section: Using Active Listening To Facilitate Inclusive Practicesmentioning

confidence: 99%

Supporting Muslim Families of Young Children With Extensive Support Needs: Recommendations for Practitioners

Bhana Lopez,

Bagawan

2024

Inclusive Practices

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“…In the literature, there are studies examining the oral expression levels and speaking skills of preservice teachers (Yelok & Sallabas, 2009). In addition, it is seen that studies emphasise the necessity of improving the speaking skills of teachers and teacher candidates (Swearingen, 2019;Vostal, Mrachko, Vostal, & McCoy, 2021). Akkaya (2012) examined the speech problems experienced by pre-service teachers and stated that among these problems, under the title of psychological problems, students have speaking problems in public.…”

Section: Related Researchmentioning

confidence: 99%

Group psychological and pedagogical technologies for developing the narrative ability in future specialists

Mailybayeva

Kurmanbayev

Yermentayeva

2022

CJES

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The purpose of this research is to get the opinions of future experts and primary schoolteacher candidates on the use of group psychological and pedagogical technologies for the development of narrative skills. This research was created by using the qualitative research method. The participant group of the research consisted of 80 teacher candidates studying at the primary school teaching department in various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, majority of the primary schoolteacher candidates participating in the research stated that their narrative skills are at a medium level and their technological pedagogical content knowledge is partially sufficient. In addition, the majority of primary schoolteacher candidates participating in the research; stated that they support the use of group psychological and pedagogical technologies for the development of narrative skills. It has become necessary to create an effective training programme for primary schoolteacher candidates by using group psychological and pedagogical technologies in order to develop narrative skills in future experts. Keywords: Future experts, primary schoolteacher candidates, narrative ability, technological pedagogical knowledge;

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“…. 또한 행동적 기술 훈련은 습득한 기술의 유지나 일반화에도 효과적이라고 보고 되었다 (Helbig et al, 2023;Himle & Wright, 2014;Miles & Wilder, 2009;Vostal et al, 2021). 행동 적 기술 훈련은 교수, 모델링, 리허설, 피드백으로 구성되었으며, 이 구성 요소는 많은 연구를 통해 평가되었고, 목표 기술의 습득을 위한 행동적 기술 훈련 패키지에 모든 구성 요소가 포함 된다 (Buck, 2014;Kornacki et al, 2013;Ryan et al, 2019;Slane & Lieberman-Betz, 2021).…”

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The Effects of Behavioral Skills Training on Conversational Skills in Adults with Developmental Disabilities

Rho,

Jung

2023

Journal of Behavior Analysis and Support

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This study was conducted to investigate the effects of behavioral skills training on conversational skills in adults with developmental disabilities. Two adults with developmental disabilities who had difficulties interacting with others due to a lack of appropriate conversational skills participated in the study along with one of their colleagues with appropriate conversational skills, who participated as a norm. Behavioral skills training was implemented to improve the conversation skills in the participants, and the effects of the intervention were evaluated using a multiple baseline across participants design. The experiment consisted of baseline, intervention, maintenance, and generalization during each experimental condition. The results indicated that the conversational skills of the participants were improved with the behavioral skills training, and the acquired conversational skills were maintained even after the intervention was removed. In addition, the generalization effect was observed when talking to other who did not participate in the intervention. The social validity evaluation by the participants, their parents, and their supervisor showed very positive results, and two participants indicated a similar or higher level of conversational skills than their colleague, which was the norm.

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Effects of Group Behavioral Skills Training on Teacher Candidates’ Acquisition and Maintenance of Active Listening

Cited by 7 publications

References 24 publications

Supporting Muslim Families of Young Children With Extensive Support Needs: Recommendations for Practitioners

Supporting Muslim Families of Young Children With Extensive Support Needs: Recommendations for Practitioners

Group psychological and pedagogical technologies for developing the narrative ability in future specialists

The Effects of Behavioral Skills Training on Conversational Skills in Adults with Developmental Disabilities

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