Graphical Feedback to Increase Teachers' Use of Incidental Teaching-Reference-Cited by-同舟云学术

Graphical Feedback to Increase Teachers' Use of Incidental Teaching

Published:2008-06 Issue:3 Volume:30 Page:251-268
ISSN:1053-8151
Container-title:Journal of Early Intervention
language:en
Short-container-title:Journal of Early Intervention

Author:

Casey Amy M.¹,McWilliam R.A.²

Affiliation:

1. Vanderbilt University Medical Center,

2. Vanderbilt University Medical Center

Abstract

The purpose of this study was to examine graphical feedback, a rarely used method for improving the quality of preschool teaching. Twenty-one lead and assistant teachers participated in the study, although data were analyzed by assessing how much incidental teaching the 10 participating preschoolers with disabilities received. After receiving information about incidental teaching, teachers reviewed a graph each day displaying their use of incidental teaching with the child with disabilities during previous observations. A multiple-baseline design across participants was used to measure the effect of the feedback on teachers' behavior. Teachers in all classrooms increased their use of incidental teaching when information about incidental teaching and graphical feedback were provided.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Developmental and Educational Psychology,Pediatrics, Perinatology, and Child Health

Link

http://journals.sagepub.com/doi/pdf/10.1177/1053815108319038

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