title: Teacher acquisition of functional analysis methodology.
abstract: The current study examined methods for training teachers to use functional analysis methods. Teachers first received written and verbal instructions detailing attention and demand conditions. They then received training that included modeling, rehearsal, and performance feedback. Finally, probes were taken during ongoing class instruction. Results indicate that teachers acquired the skills and used them in classroom settings.
authors.affiliation: The University of Southern Mississippi, USA. Jim.Moore@Marcus.org
authors.forename: James W
authors.initials: JW
authors.lastname: Moore
authors.forename: Ron P
authors.initials: RP
authors.lastname: Edwards
authors.forename: Heather E
authors.initials: HE
authors.lastname: Sterling-Turner
authors.forename: Julie
authors.initials: J
authors.lastname: Riley
authors.forename: Melanie
authors.initials: M
authors.lastname: DuBard
authors.forename: Aimee
authors.initials: A
authors.lastname: McGeorge
mesh_terms: D001521:Behavior Therapy / Q000193:education* / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis* / Q000534:rehabilitation; D005178:Faculty; D006801:Humans; D008297:Male; D013663:Teaching / Q000379:methods