An Evaluation of the Teach-Back Method for Training New Skills

Autor/inn/en	Sleiman, Andressa A.; Gravina, Nicole E.; Portillo, Daniel
Titel	An Evaluation of the Teach-Back Method for Training New Skills
Quelle	In: Journal of Applied Behavior Analysis, 56 (2023) 1, S.117-130 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sleiman, Andressa A.) ORCID (Gravina, Nicole E.) ORCID (Portillo, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.966
Schlagwörter	Teaching Methods; Training; Instructional Effectiveness; Skill Development; Training Methods; Integrity; Feedback (Response); Instructional Materials + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Didaktik; Trainingsmaßnahme; Integrität; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	There are several effective training packages (e.g., behavioral skills training, video modeling, and self-instruction packages) available to train staff. Despite their efficacy, these training procedures require substantial time or preplanning and resources to create materials. Teach-back, an empirically validated method used in the healthcare setting to enhance communication between clinicians and patients, does not require any preplanning or materials. However, this method has yet to be investigated in the context of training and supervision. The purpose of this experiment was to evaluate the efficacy of teach-back in training participants to implement preference assessments and a token economy. The teach-back method improved procedural integrity to at least 88%, and the addition of vocal-verbal feedback resulted in all participants achieving 100% integrity in all skills. We discuss the implications of these findings. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01