Impact of Video Self-Monitoring With Graduated Training on Implementation of Embedded Instructional Learning Trials

Topics in Early Childhood Special Education

Volumn 35, Issue 3, 2015, Pages 170-182

  Bishop, Crystal D ^a   Snyder, Patricia A ^a   Crow, Robert E ^b  

^a UNIVERSITY OF FLORIDA   (United States)

^b Developmental Behavior Analysis   (United States)

Author keywords

embedded instructional trials; self coaching; self monitoring; single subject design

Indexed keywords

EID: 84943146328     PISSN: 02711214     EISSN: 15384845     Source Type: Journal    
DOI: 10.1177/0271121415594797     Document Type: Article

References (27)

1. Albers A. E., Greer D. (1991). Is the three-term contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1, 337-354.
2. Barton E., Bishop C., Snyder P. (2014). High quality instruction through CLTs: Blending intentional teaching with embedded instruction. In Pretti-Frontczak K., Grisham-Brown J., Sullivan L. (Eds.), Young Exceptional Children Monograph Series No. 16: Blending practices for all children (pp. 73–96). Los Angeles, CA: The Division for Early Childhood of the Council for Exceptional Children.
3. Belfiore P. J., Fritts K. M., Herman B. C. (2008). The role of procedural integrity: Using self-monitoring to enhance discrete trial instruction. Focus on Autism and Other Developmental Disabilities, 23, 95-102. doi:10.1177/1088357607311445
4. Bishop C. C., Snyder P., Crow R., Mullen M., & Embedded Instruction for Early Learning Project. (2011). EIOS-T: Embedded instruction for early learning observation system—Teacher version [Manual and training videos]. Unpublished instrument. College of Education, University of Florida, Gainesville.
5. Fox L., Hemmeter M. L., Snyder P., Binder D. P., Clarke S. (2011). Coaching early childhood special educators to implement a comprehensive model for promoting young children's social competence. Topics in Early Childhood Special Education, 31, 178-192. doi:10.1177/0271121411404440
6. Hemmeter M. L., Snyder P., Kinder K., Artman K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly, 26, 96-109.
7. Horner R. H., Baer D. M. (1978). Multi-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189-196.
8. Kalis T. M., Vannest K. J., Parker R. (2007). Praise counts: Using self-monitoring to increase effective teaching practices. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 20-27. doi:10.3200/PSFL.51.3.20-27
9. Kazdin A. E. (1994). Behavior modification in applied settings (5th ed.). Belmont, CA: Wadsworth.
10. Kennedy C. H. (2005). Single-case designs for educational research. Boston, MA: Pearson Education.
11. Lylo B. J., Lee D. L. (2013). Effects of delayed audio-based self-monitoring on teacher completion of learning trials. Journal of Behavioral Education, 22, 120-138. doi:10.1007/s10864-012-9166-9
12. Maag J. W. (1999). Behavior management: From theoretical implications to practical applications. San Diego, CA: Singular.
13. Martens B. K., Witt J. C., Elliott S. N., Darveaux D. X. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practices, 16, 191-198.
14. McBride B. J., Schwartz I. S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5-17.
15. National Center on Quality Teaching and Learning. (2014). Practice-based coaching. Seattle, WA: U.S. Department of Health and Human Services, Administration on Children and Families, Office of Head Start, National Center on Quality Teaching and Learning. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/development/coaching.html
16. Pelletier K., McNamara B., Braga-Kenyon P., Ahearn W. H. (2010). Effect of video self-monitoring on procedural integrity. Behavioral Interventions, 25, 261-274. doi:10.1002/bin.316
17. Petscher E. S., Bailey J. S. (2006). Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities. Journal of Applied Behavior Analysis, 39, 215-226.
18. Pianta R. C., La Paro K., Hamre B. (2008). Classroom Assessment Scoring System—PreK [CLASS]. Baltimore, MD: Brookes.
19. Plavnick J. B., Ferreri S. J., Maupin A. N. (2010). The effects of self-monitoring on the procedural integrity of a behavioral intervention for young children with developmental disabilities. Journal of Applied Behavior Analysis, 43, 315-320.
20. Skinner B. F. (1968). The technology of teaching. New York, NY: Meredith Corporation.
21. Skinner C. H., Fletcher P. A., Hennington C. (1996). Increasing learning rates by increasing student response rates: A summary of research. School Psychology Quarterly, 11, 313-325.
22. Snyder P., Hemmeter M. L., Artman K., Kinder K., Pasia C., McLaughlin T. (2012). Characterizing key features of the early childhood development literature. Infants & Young Children: An Interdisciplinary Journal of Special Care Practices, 25, 188-212. doi:10.1097/IYC.0b013e31825a1ebf
23. Snyder P., Hemmeter M. L., McLean M. E., Sandall S. McLaughlin. (2013). Embedded instruction to support early learning in response to intervention frameworks. In Buysse V., Peisner-Feinberg E. S. (Eds.), Handbook of response to intervention in early childhood (pp. 283–300). Baltimore, MD: Brookes.
24. Squires J., Twombly E., Bricker D., Potter L. (2009). Ages and Stages Questionnaires [ASQ-3] (3rd ed.). Baltimore, MD: Brookes.
25. VanDerHeyden A. M., Snyder P., Smith A., Sevin B., Longwell J. (2005). Effects of complete learning trials on child engagement. Topics in Early Childhood Special Education, 25, 81-94.
26. Vargus E. A., Vargus J. S. (1991). Programmed instruction: What it is and how to do it. Journal of Behavioral Education, 1, 235-251. doi:10.1007/BF00957006
27. Wright M. R., Ellis D. N., Baxter A. (2012). The effect of immediate or delayed video-based self-evaluation on Head Start teachers’ use of praise. Journal of Research in Childhood Education, 26, 187-198. doi:10.1080/02568543.2012.657745