TY - JOUR
T1 - Assessing Pre-Service Teachers' Training in Empirically-Validated Behavioral Instruction Practices
AU - Begeny, John C.
AU - Martens, Brian K.
PY - 2006/9
Y1 - 2006/9
N2 - Although many behaviorally-based instructional practices have been shown empirically to promote student achievement, it is unknown to what extent teachers receive adequate training in these methods. This study surveyed master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles (e.g., prompting, graphing progress, reinforcement). A total of 110 pre-service teachers participated, representing six different colleges and universities located in the Northeast. Respondents generally reported receiving very little training in behavioral instruction practices and received the least amount of training in academic assessment strategies and instructional programs (e.g., Curriculum-Based Assessment, Direct Instruction). Special education students reported significantly more training in academic assessment than elementary or secondary education students. Implications for school consultation practices, in-service teacher training, and students' academic progress are discussed.
AB - Although many behaviorally-based instructional practices have been shown empirically to promote student achievement, it is unknown to what extent teachers receive adequate training in these methods. This study surveyed master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles (e.g., prompting, graphing progress, reinforcement). A total of 110 pre-service teachers participated, representing six different colleges and universities located in the Northeast. Respondents generally reported receiving very little training in behavioral instruction practices and received the least amount of training in academic assessment strategies and instructional programs (e.g., Curriculum-Based Assessment, Direct Instruction). Special education students reported significantly more training in academic assessment than elementary or secondary education students. Implications for school consultation practices, in-service teacher training, and students' academic progress are discussed.
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U2 - 10.1521/scpq.2006.21.3.262
DO - 10.1521/scpq.2006.21.3.262
M3 - Article
AN - SCOPUS:38549182028
SN - 1045-3830
VL - 21
SP - 262
EP - 285
JO - School Psychology Quarterly
JF - School Psychology Quarterly
IS - 3
ER -