ERIC Number: EJ1294792
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-7466
EISSN: N/A
Available Date: N/A
Is Practice in a Mixed-Reality Environment Better than Role Play for Promoting Implementation Fidelity of the Constant Time Delay Procedure for Special Education Undergraduates?
Hudson, Melissa E.
Journal of the American Academy of Special Education Professionals, p59-72 Win 2021
Preservice undergraduates should acquire many skills in their teacher preparation program that support them as future effective teachers. For special education preservice teachers, one of these important skills is teaching with the constant time delay procedure, an evidence-based practice for teaching learners with moderate or severe disabilities. In this study, participants first learned to use the constant time delay procedure in class and then practiced the procedure either with an avatar in a mixed-reality environment (experimental group) or with a peer in a classroom role play activity (control group). Participants then used the procedure to teach vocabulary words to a learner. A pre-experimental group design was used to compare the fidelity of implementation of the procedure for both groups. A paired t-test compared the number of correct constant time delay trials implemented for participants in both groups and found no significant difference between types of experience (mixed-reality or role play) and correct use of the procedure. Implications for practice include a discussion of what additional instructional supports preservice undergraduates might need to implement the constant time delay procedure with fidelity.
Descriptors: Preservice Teachers, Special Education Teachers, Undergraduate Students, Teaching Methods, Time Factors (Learning), Intervals, Computer Simulation, Simulated Environment, Role Playing, Vocabulary Development, Fidelity, Program Implementation, Video Technology
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A