Date of Award

Fall 12-2016

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Committee Chair

Brad Dufrene

Committee Chair Department

Psychology

Committee Member 2

Joe Olmi

Committee Member 2 Department

Psychology

Committee Member 3

Evan Dart

Committee Member 3 Department

Psychology

Abstract

The efficacy of in situ training for increasing Head Start teachers’ use of effective instruction delivery in Head Start classrooms while evaluating concomitant increases in Head Start students’ compliance was examined in the current study. Of further interest was the extent to which Head Start teachers maintained and generalized accuracy of effective instruction delivery in untrained settings. Four Head Start teachers and four Head Start students served as participants in this study. A multiple baseline across participants was used to test the effects of in situ training on teachers’ accuracy of effective instruction delivery and students’ initiation compliance. Data were analyzed via visual inspection and effect size calculations. Results indicate that in situ training increased teachers’ accuracy of effective instruction delivery, while concomitantly increasing student compliance for some students. Moreover, in situ training also increased teachers’ effective instruction delivery in untrained settings. The results of this study are discussed in terms of its extension of the school-based consultation literature, its limitations, future directions for research, and implications for applied practice.

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