Improving Pre-Service Teachers’ Performance Skills Through Behavioral Skills Training

Abstract

In higher education, instruction that incorporates effective performance skills training is vital to equipping pre-service teachers with the tools they will use to educate children. This study evaluated the effects of behavioral skills training (BST) on performance of evidence-based practices by undergraduate pre-service special education teachers. A prepost design was used to evaluate performance during roleplay. BST sessions produced higher levels of correct performance than baseline measures across all seven participants. We discuss limitations of these results with suggestions for future research, along with recommendations for incorporating BST into university settings.

Pre‐service teacher‐delivered behavioral skills training: A pyramidal training approach

“…Although this research was conducted in a tightly controlled setting (e.g., one‐on‐one BST training conducted in an analog setting), we recommend explicit teaching BST to pre‐service teachers in both in the college classroom and in field practicum experiences. Research supports conducting BST training in groups (Sawyer et al, ) such as college classrooms. Working in teacher preparation directly, we authors have used BST successfully in college classrooms and in the context of field placements repeatedly.…”

“…This decision was made to reflect that commonly in traditional teacher preparation classes, pre‐service teachers are limited to role‐playing with instructors and peers. The decision to take data at the teacher‐level is in alignment with methods reported by researchers using BST to teach pre‐service teachers in a university setting through role‐play (Sawyer et al, ). Although Sawyer and colleagues aimed to validate BST as a better alternative to didactic teaching methods, the analog nature of the study was the same.…”

Using behavioral skills training with preservice teachers in the university classroom

“…The present study builds upon the research conducted by Sawyer et al. (2017) by ensuring preservice teachers implemented the procedures with the target population. Thus, the purpose of this study was (a) to evaluate the effectiveness of BST to train pre‐service teachers to implement a token economy to increase on‐task behavior during small group literacy instruction with children, and (b) to assess the value of BST as an instructional method.…”

“…One of two known studies on use of BST to teach preservice teachers, and the only study focused on teaching preservice teachers to implement EBP with children is Sawyer et al. (2017). The authors used a pre‐ and posttest design to evaluate the use of BST with preservice teachers in special education by assessing their implementation of multiple EBP.…”

The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability

“…Fourth, probe data were collected at the conclusion of each SST session. Although previous research evaluating skill acquisition has conducted probes following training (e.g., Brady, Honsberger, Cadette, & Honsberger, 2016; Sawyer et al, 2017; Singh et al, 2017), training prior to probes may result in a level of skill performance that is not maintained in the absence of training immediately prior. As such, future investigations should include an assessment of skill use at the beginning of training to eliminate any potential temporary improvements associated with training prior to probes.…”