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Impact of Video Self-Monitoring With Graduated Training on Implementation of Embedded Instructional Learning Trials.

We used a multi-component single-subject experimental design across three preschool teachers to examine the effects of video self-monitoring with graduated training and feedback on the accuracy with which teachers monitored their implementation of embedded instructional learning trials. We also exam...

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Published in:Topics in Early Childhood Special Education Vol. 35; no. 3; pp. 170 - 183
Main Authors: Bishop, Crystal D., Snyder, Patricia A., Crow, Robert E.
Format: research tables/charts Journal Article
Published: Sage Publications Inc. Nov2015
Online Access:View this record in EBSCOhost
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      jtl: Topics in Early Childhood Special Education
      issn: 02711214
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      dt: Nov2015
      vid: 35
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      pub: Sage Publications Inc.
      place: Thousand Oaks, California
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        atl: Impact of Video Self-Monitoring With Graduated Training on Implementation of Embedded Instructional Learning Trials.
      aug:
        au:
          Bishop, Crystal D.
          Snyder, Patricia A.
          Crow, Robert E.
        affil: University of Florida, Gainesville, USA
      sug:
        subj:
          Education, Special In Infancy and Childhood
          Teaching Methods
          Learning Methods
          Education, Graduate
          Feedback
          Curriculum
          Faculty Development
          Human
          Female
          Program Implementation
          Videorecording
          Funding Source
          Infant
          Child
          Adult
          Infant: 1-23 months
          Child: 6-12 years
          Adult: 19-44 years
          Female
      ab: We used a multi-component single-subject experimental design across three preschool teachers to examine the effects of video self-monitoring with graduated training and feedback on the accuracy with which teachers monitored their implementation of embedded instructional learning trials. We also examined changes in teachers’ implementation of learning trials. In each self-monitoring condition, teachers observed and recorded their implemented learning trials using video and a coding form. Conditions differed in the specificity of prompts on the coding form and the type of training and feedback provided. The combination of training, coding forms with specific prompts for learning trial components, and external feedback generally resulted in more accurate self-monitoring for two of three participants and increases in the fidelity of implementation of learning trials. Findings suggest self-monitoring can be effective for increasing the fidelity with which teachers implement embedded instructional learning trials, but systematic training and feedback are important for ensuring self-monitoring accuracy.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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