A Systematic Review of Tactile Prompting in Teacher Education

Autor/inn/en	Markelz, Andrew; Scheeler, Mary Catherine; Riccomini, Paul; Taylor, Jonte C.
Titel	A Systematic Review of Tactile Prompting in Teacher Education
Quelle	In: Teacher Education and Special Education, 43 (2020) 4, S.296-313 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419877500
Schlagwörter	Educational Research; Prompting; Teacher Education; Instructional Effectiveness; Tactual Perception; Assistive Technology; Students with Disabilities; Cognitive Processes; Difficulty Level; Teacher Behavior; Student Behavior; Intervals; Educational Innovation + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Benutzerführung; Lehrerausbildung; Lehrerbildung; Unterrichtserfolg; Taktile Wahrnehmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Instructional innovation; Bildungsinnovation
Abstract	Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile prompting, and quality of research. Findings suggest studies with tactile prompting as the primary independent variable, or condition within a phase, demonstrated medium to very high Tau-U single-case effect sizes (range = 0.54-1.00) and high social acceptability on classroom management teaching behaviors. Simplistic prompting devices reduce cost, training, and anxiety barriers to adoption; however, innovations in wearable technology provide opportunities for a more robust behavior modification tool. Research suggests tactile prompting reduces cognitive load and provides multiple opportunities to practice, which has value in time-constrained preparation programs. Further exploration of this technique in teacher education is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01