Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study

IF 0.8 4区 心理学 Q4 PSYCHOLOGY, EDUCATIONAL
E. Shernoff, S. Frazier, C. Lisetti, Alban Delmarre, Zainab Bibi, Joseph L. Gabbard
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引用次数: 4

Abstract

ABSTRACT Simulation training models, such as Interactive Virtual Training for Teachers (IVT-T), have relevance to consultation and show promise in supporting teachers who need behavior management support. Using an embedded mixedmethod design, we examined the feasibility and effectiveness of IVT-T. Twenty seven teachers working in three K-8 schools participated in the quantitative strand and 18 teachers participated in the qualitative strand. Training dosage data indicated many teachers used IVT-T but 62% were unable to meet the minimum dosage of 45 min per week. Instructional design issues, using the system outside school, and technical glitches may explain lower use. On average, use of several evidence-based strategies increased from pre to post while instructional design weaknesses related to storylines and phases of training may have impacted translation of practices to the classroom. Implications for consultation-based services are discussed along with future directions for our work.
通过模拟支持基于证据的行为管理实践的实施:一项混合方法研究
模拟培训模型,如教师交互式虚拟培训(IVT-T),与咨询相关,并在支持需要行为管理支持的教师方面显示出希望。采用嵌入式混合方法设计,我们检验了IVT-T的可行性和有效性。三所K-8学校的27名教师参与了定量研究,18名教师参与了定性研究。培训剂量数据显示,许多教师使用IVT-T,但62%的教师无法达到每周45分钟的最低剂量。教学设计问题、校外使用系统以及技术故障可能是使用率较低的原因。平均而言,从前期到后期,几种基于证据的策略的使用有所增加,而与故事情节和培训阶段相关的教学设计弱点可能会影响将实践转化为课堂。讨论了对基于咨询的服务的影响以及我们工作的未来方向。
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来源期刊
CiteScore
3.40
自引率
23.50%
发文量
20
期刊介绍: The Journal of Educational & Psychological Consultation (JEPC) provides a forum for improving the scientific understanding of consultation and for describing practical strategies to increase the effectiveness and efficiency of consultation services. Consultation is broadly defined as a process that facilitates problem solving for individuals, groups, and organizations. JEPC publishes articles and special thematic issues that describe formal research, evaluate practice, examine the program implementation process, review relevant literature, investigate systems change, discuss salient issues, and carefully document the translation of theory into practice.
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