University of Oregon.
J Appl Behav Anal. 1978 Spring;11(1):35-46. doi: 10.1901/jaba.1978.11-35.
Two issues relevant to competency-based teacher training were investigated-the specification of acceptable implementation levels for validated techniques and the necessity and feasibility of providing training on those techniques. First, a descriptive study was conducted to collect data on two direct-instruction teaching techniques-rate of presentation and signalling-that have been demonstrated to be functionally related to child performance in earlier studies. Data collected on 13 teachers, who received intensive preservice and inservice training, were then used as a standard for comparison in a multiple-baseline design across three untrained teachers to evaluate the effects of training on the two techniques. The experimental study served to determine whether training on the two techniques was necessary; and, if training was necessary, whether a training package, including supervised practice, unsupervised practice, and self-critique, would result in adequate implementation levels for the two techniques. Low implementation levels during baseline for three untrained teachers indicated that training was necessary. With training, all teachers increased their levels of appropriately signalling pupil responses and accelerated their rates of presentation well above the levels of the comparison standard. Observations made one week and again four weeks after training ended showed that performance levels achieved during training were maintained.
对与基于能力的教师培训相关的两个问题进行了调查——确定经过验证的技术可接受的实施水平的规范，以及对这些技术进行培训的必要性和可行性。首先，进行了一项描述性研究，收集了与之前的研究中证明与儿童表现具有功能相关性的两种直接教学技术（呈现率和信号）的数据。对接受了强化职前和在职培训的 13 名教师收集的数据，然后用于在三个未经培训的教师中进行跨多个基线设计的比较标准，以评估培训对这两种技术的效果。实验研究旨在确定对这两种技术进行培训是否必要；如果培训是必要的，是否包括监督实践、非监督实践和自我评估的培训包会导致这两种技术的实施水平达到足够高的水平。对于三名未经培训的教师，在基线期间的低实施水平表明培训是必要的。通过培训，所有教师都提高了适当信号学生反应的水平，并将呈现率提高到远高于比较标准的水平。培训结束一周和四周后的观察结果表明，在培训期间达到的绩效水平得到了维持。
