Journal of Applied Behavior Analysis · 1989 · 105 citations · 22 references
EducationInstructionSpecial EducationEarly Childhood Special EducationInclusive Early Childhood EducationInclusive EducationClassroom RoutinesEducation For Children With DisabilitiesInclusive Classroom PracticesInclusive PracticeSpecial Educational NeedsTeacher Professional DevelopmentEducational Programs
The studies evaluated a consultation strategy to increase teachers’ implementation of IEP‑related instruction for handicapped children mainstreamed into regular preschool programs. The first study had teachers view videotaped classroom routines and generate ideas to embed IEP instruction, while the second replaced videotaping with teacher interviews and was conducted by an untrained special education teacher. All teachers increased instructional behaviors in targeted routines, with two of three also extending instruction to other settings, children showed corresponding gains in IEP‑targeted behaviors, and teachers reported greater confidence, findings replicated in the second study.
Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP‐related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP‐targeted behaviors. In follow‐up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.
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