ABSTRACT
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.
ABSTRACT
Off-task behavior, correct answering, and participation during beginning reading instruction were recorded for two low-achieving first-grade children during two different rates of teacher presentation. A slow-rate presentation (A) was compared with a fast-rate presentation (B) in an ABABAB design. In slow-rate presentation, there was a delay between the children's response and introduction of the next task. In fast-rate presentation, there was no delay. A new teacher taught during the final AB phases, which allowed for a brief replication. Both teachers were reminded on a fixed-interval 90-sec schedule throughout all phases of the experiment to praise the subjects, thus preventing a confounding of social praise and rate of teacher presentation. Fast-rate presentation was accompanied by a lower per cent occurrence of off-task behavior for both Subjects 1 and 2. For Subject 1, correct answering and participation were more frequent during all three fast-rate phases. For Subject 2, correct answering and participation were more frequent during the fast-rate phases after the first reversal.
