Journal of Early Intervention

 

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Journal of Early Intervention, Vol. 30, No. 3, 251-268 (2008)
DOI: 10.1177/1053815108319038

Graphical Feedback to Increase Teachers' Use of Incidental Teaching

Amy M. Casey

Vanderbilt University Medical Center, amy.m.casey{at}vanderbilt.edu

R.A. McWilliam

Vanderbilt University Medical Center

The purpose of this study was to examine graphical feedback, a rarely used method for improving the quality of preschool teaching. Twenty-one lead and assistant teachers participated in the study, although data were analyzed by assessing how much incidental teaching the 10 participating preschoolers with disabilities received. After receiving information about incidental teaching, teachers reviewed a graph each day displaying their use of incidental teaching with the child with disabilities during previous observations. A multiple-baseline design across participants was used to measure the effect of the feedback on teachers' behavior. Teachers in all classrooms increased their use of incidental teaching when information about incidental teaching and graphical feedback were provided.

Key Words: feedback • teaching methods • preschool teachers • classroom behavior modification


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