An evaluation of computer-based programmed instruction for promoting teachers' greetings of parents by name.

Full Abstract

Although greeting parents by name facilitates subsequent parent-teacher communication, baseline measures revealed that 4 preschool teachers never or rarely greeted parents by name during morning check-in. To promote frequent and accurate use of parents' names by teachers, the effects of a fully automated computerized assessment and programmed instruction (CAPI) intervention were evaluated in a multiple baseline design. The CAPI intervention involved assessment and training of relations among parents' and children's pictures and names, and produced rapid learning of parent names. The CAPI intervention also resulted in substantial improvements in the classroom use of parents' names for 3 of the 4 teachers; however, a supervisor-mediated feedback package (consisting of instructions, differential reinforcement, and error correction) was necessary to maintain name use for 2 of those teachers. The practical strengths and limitations of computer-based teacher training are discussed.

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Author information

Author/s: Ingvarsson, Einar T (ET); Hanley, Gregory P (GP);

Affiliation: Department of Applied Behavioral Science, University of Kansas, Lawrence 66045, USA.

Journal and publication information

Publication Type: Journal Article

Journal: Journal of applied behavior analysis (J Appl Behav Anal), published in United States. (Language: eng)

Reference: 2006-; vol 39 (issue 2) : pp 203-14

Dates: Created 2006/07/03; Completed 2006/10/31; Revised 2008/11/20;

PMID: 16813041, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Female
Humans
Interpersonal Relations
Male
Names
Parents
Teaching - methods

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