Re-visiting. transition-based teaching: Impact of pre-service teacher's implementation on child outcomes

Rakap S.

LEARNING AND INSTRUCTION, vol.59, pp.54-64, 2019 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 59
  • Publication Date: 2019
  • Doi Number: 10.1016/j.learninstruc.2018.10.001
  • Journal Name: LEARNING AND INSTRUCTION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.54-64
  • Keywords: Transition-based teaching, Constant time delay, Pre-service teachers, Inclusion, Naturalistic instruction, PRESCHOOL-CHILDREN, INTERVENTION, INSTRUCTION
  • Ondokuz Mayıs University Affiliated: Yes

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.