Multicomponent Training of Teachers of Students with Severe Disabilities

Autor/inn/en	Brown, Phillip; Stephenson, Jennifer; Carter, Mark
Titel	Multicomponent Training of Teachers of Students with Severe Disabilities
Quelle	In: Teacher Education and Special Education, 37 (2014) 4, S.347-362 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406414546873
Schlagwörter	Severe Disabilities; Teaching Methods; Special Education Teachers; Best Practices; Teacher Education; Feedback (Response); Coaching (Performance); Foreign Countries; Faculty Development; Teaching Skills; Cues; Prompting; High School Students; Moderate Mental Retardation; Severe Mental Retardation; Secondary School Teachers; Skill Development; Intervention; Video Technology; Coding; Observation; Maintenance; Instructional Effectiveness; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Stichwort; Benutzerführung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kompetenzentwicklung; Qualifikationsentwicklung; Codierung; Programmierung; Beobachtung; Unterrichtserfolg; Fragebogen; Australien
Abstract	Over the last decade, the obligation of general and special educators to utilize evidence-based instructional practices has become more prominent. Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms. Multicomponent training (MCT) strategies utilizing didactic presentations, followed by coaching with role-play and specific performance feedback, offer a useful strategy for training teachers of students with severe disabilities in the evidence-based practices of their field. This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based MCT strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process. Implications for the comprehensive and rigorous training of teachers of students with severe disabilities are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10