Date of Award

8-1990

Degree Name

Specialist in Education

Department

Psychology

First Advisor

Dr. Howard Farris

Second Advisor

Dr. Galen Alessi

Third Advisor

Dr. Jack Michael

Access Setting

Masters Thesis-Open Access

Abstract

Prior research has shown that several Direct Instruction teacher presentation techniques are functionally related to student academic achievement. Unfortunately, variability exists in the implementation of Direct Instruction programs with regard to these critical teaching skills. Monitoring of Direct Instruction teachers appears necessary to ensure program effectiveness. The present study employed a multiple baseline across subjects experimental design to evaluate the effectiveness of audiotape self-monitoring in improving and maintaining five Direct Instruction teacher presentation techniques: clear signalling, pacing, corrections, contingent reinforcement and student accuracy. The subjects were two middle school special education teachers who taught Direct Instruction corrective reading programs. Both teachers improved with all of the skills they were performing at below-criterion levels prior to beginning self-monitoring. The results indicate that audiotape self-monitoring is a viable method of assisting teachers in improving and maintaining teaching skills that are critical to the effectiveness of Direct Instruction programs.

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