Date Available
4-22-2019
Year of Publication
2019
Degree Name
Doctor of Philosophy (PhD)
Document Type
Doctoral Dissertation
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
First Advisor
Dr. Jennifer Grisham-Brown
Abstract
Progress monitoring and data analysis are essential skills needed by classroom teachers within the implementation of multi-tiered systems of support for making data-based decisions about student progress and instruction. Within the early childhood MTSS research, consideration of teacher-collected progress monitoring data followed by data-based decision-making is rare. To provide teachers with a robust progress monitoring strategy, I trained preschool teachers of inclusive classrooms to use direct behavioral observations to collect data and inform their instruction.
The project experimentally evaluated teachers’ generalization of acquired behaviors within the context of a single-case research design. The project’s independent variable, teacher training, consisted of a video-based multimedia presentation and in-vivo feedback. The primary dependent variable was teachers’ implementation of teacher-directed behavior observation procedures. Results indicate that teacher training was effective for three teachers, as evidenced by teachers reaching criterion levels of performance across consecutive days and sessions. Data on the durations of teacher training activities indicate that an average of 21 minutes of in-vivo feedback was provided to the teachers throughout training. Social and ecological validity data suggest that teachers perceived the training activities to be relatively non-intrusiveness and that the target progress monitoring strategies were of value to the teachers. A functional relation was established between training and teachers’ implementation of direct behavioral observation procedures.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2019.068
Funding Information
Funding was provided through the University of Kentucky’s Blackhurst Student Research Fund and the Arvle and Ellen Thacker Research Fund.
Recommended Citation
Shepley, Collin Niles, "Training Teachers in Inclusive Preschool Classrooms to Monitor Child Progress and Make Data-based Decisions through Direct Behavioral Observation" (2019). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 71.
https://uknowledge.uky.edu/edsrc_etds/71
Included in
Early Childhood Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
