Abstract
This study compared the effectiveness of immediate and delayed feedback supervision procedures on the acquisition of systematic instruction skills by three pre-service teachers who were receiving practicum experience in classrooms for students with severe disabilities. Behaviors targeted for intervention were: (a) the appropriate use of positive consequences, and (b) the appropriate use of systems of instructional prompts. All supervision procedures were administered by university supervisors. Results indicated that immediate feedback was more effective with two student teachers and delayed feedback was more effective for the third participant. Unobtrusive observations of two participants in the practicum sites following the intervention indicated that the teaching skills maintained in the absence of the university supervisors.
Original language | English (US) |
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Pages (from-to) | 104-111 |
Number of pages | 8 |
Journal | Research and Practice for Persons with Severe Disabilities |
Volume | 17 |
Issue number | 2 |
DOIs | |
State | Published - Jun 1992 |
Keywords
- behavioral supervision
- student teachers
- systematic instruction
ASJC Scopus subject areas
- Social Psychology
- General Health Professions
- Public Health, Environmental and Occupational Health