Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F22%3A00124855" target="_blank" >RIV/00216224:14410/22:00124855 - isvavai.cz</a>
Result on the web
<a href="https://link.springer.com/article/10.1007/s10864-020-09409-y" target="_blank" >https://link.springer.com/article/10.1007/s10864-020-09409-y</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s10864-020-09409-y" target="_blank" >10.1007/s10864-020-09409-y</a>
Alternative languages
Result language
angličtina
Original language name
Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?
Original language description
Expanding the field of behavior analysis allows empirically validated practices to be more accessible for children impacted by autism, developmental disabilities, and behavioral challenges. However, even with the global advancement of applied behavior analysis (ABA) getting the science into the area where children spend most of their time, schools, can be a challenge. Professional development for teachers in the area of ABA has been previously investigated. However, incorporating ABA coursework into pre-service teacher training does not have a strong research base. Looking specifically at teaching ABA coursework in English to a group of speakers of English as a second language is even more novel. Therefore, the aim of this investigation was to use an alternating treatments design in an undergraduate pre-service teacher ABA elective course to evaluate the effectiveness and social validity of information delivery in two different formats: in-person lecture and online recorded lecture. The findings of the study did not show a difference in student course performance based on delivery method, but did show variations in preferences. Overall, the blended model of instruction proved effective in disseminating ABA to pre-service teachers in their nonnative language with promising reports for future usage.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50302 - Education, special (to gifted persons, those with learning disabilities)
Result continuities
Project
<a href="/en/project/EF16_027%2F0008360" target="_blank" >EF16_027/0008360: Postdoc@MUNI</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of behavioral education
ISSN
1053-0819
e-ISSN
1573-3513
Volume of the periodical
31
Issue of the periodical within the volume
2
Country of publishing house
US - UNITED STATES
Number of pages
17
Pages from-to
423-439
UT code for WoS article
000572009300001
EID of the result in the Scopus database
2-s2.0-85091312916