Increasing Pre-service Teachers' Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior

• Published in: Journal of behavioral education Vol. 19; no. 2; pp. 169 - 183
• Main Authors: Auld, Ruth G., Belfiore, Phillip J., Scheeler, Mary Catherine
• Format: Journal Article
• Language: English
• Published: Boston Springer Science and Business Media, Inc 01.06.2010; Springer US; Springer; Springer Nature B.V
• Subjects: Analysis; Beginning teachers; Behavior modification; Behavioral Science and Psychology; Child and School Psychology; Classroom management; Classroom observations; Direct instruction; Elementary Secondary Education; Feedback; Feedback (Response); General Education; High schools; Integrity; Intervention; Learning and Instruction; Negative Reinforcement; Observation; Observational research; Original Paper; Preservice teachers; Professional Development; Psychology; Reinforcement; Self contained classrooms; Special education; Student Behavior; Student Teachers; Student Teaching; Teachers; Teaching Experience; Training; Performance feedback; Pre-service teachers; Treatment integrity; Differential reinforcement of alternative behavior
• ISSN: 1053-0819; 1573-3513
• DOI: 10.1007/s10864-010-9107-4

Significant dollars are spent each school year on professional development programs to improve teachers' effectiveness in the classroom. The usefulness of these programs can be measured by the consistent application (i.e., implementation integrity) of skills which were taught in the training sessions. This study assessed the integrity with which pre-service teachers used a differential reinforcement of alternate behavior (DRA) strategy taught to them during their student teaching experience. Seven student teachers in general education settings participated. Teaching assignments ranged from early elementary through high school in urban, suburban, and rural settings. Intervention consisted of a 1-h workshop and individual feedback meetings following direct classroom observation. Results showed that (a) student teachers increased their number of correct DRA responses as measured by accurate teacher feedback to students, and (b) students showed increased hand-raising and decreased talk-outs. Implications for helping pre-service general education teachers to teach more consistently and effectively in inclusive settings are discussed.