Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes |
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| Institution: | 1. Institute for Educational Quality Improvement, Berlin, Germany;2. Centre for International Student Assessment, Germany;3. Department of Psychology, University of Kassel, Germany;4. Leibniz Institute for Science and Mathematics Education, Kiel, Germany;5. Australian Catholic University, Sydney, Australia;1. School of Sciences, University of Central Lancashire, Cyprus;1. LMU Munich, Germany;2. University of Wisconsin-Madison, USA;3. Technical University of Munich, Germany;1. The Pennsylvania State University, 226 CEDAR Building, University Park, PA 16803, USA;2. The Pennsylvania State University, 223 CEDAR Building, University Park, PA 16803, USA;1. Department of Applied Psychology, New York University, NY, United States;2. Université Sainte-Anne, Church Point, Canada;3. PERFORM Center, Concordia University, Montreal, Canada;4. Department of Childhood Education, University of Johannesburg, South Africa |
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| Abstract: | Present study investigated impact of pre-service teachers’ implementation of a constant time delay procedure within the framework of transition-based teaching on teaching pre-academic skills to three preschool children with developmental delays during transitions in inclusive classrooms. A multiple probe design across behaviors replicated across three children was used. Results indicated pre-service teachers could implement transition-based teaching with very high fidelity following a brief training session; pre-service teachers’ implementation of transition-based teaching resulted in acquisition of pre-academic skills by all three participating children with developmental delays; children generalized the pre-academic skills they learned to other teachers, settings, and materials; and they maintained high levels of correct responding during the follow-up sessions. Moreover, pre-service and preschool teachers found transition-based teaching acceptable and effective. Directions for future research and practice are discussed. |
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| Keywords: | Transition-based teaching Constant time delay Pre-service teachers Inclusion Naturalistic instruction |
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