Year: 2026
Type: preprint
Abstract: This study compared the effectiveness of virtual and in-person teacher training delivered by behavior analyst supervisors on students’ curricular goals. The participants were four newly hired, female teacher assistants in a preschool setting. During baseline, experimenters provided a model and demonstration of learn units at the start of each session without offering feedback. During intervention, experimenters delivered contingent feedback either via Zoom or in person using the Teacher Performance Rate and Accuracy (TPRA) measure. A post-intervention probe was conducted with a different child after the participant demonstrated mastery during intervention. A counterbalanced multiple-treatment design across participants was used to evaluate the effects of the two training conditions. Results showed that both virtual and in-person training were equally effective in improving the participants’ accurate learn unit presentation.
Source: Research Square
Institutions: National University, National University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7203501331