Training Elementary Teachers to Embed Instruction during Classroom Activities

This investigation evaluated the effects of a training package (written manual, individual training session, and verbal feedback) on teacher and student behavior in inclusive classrooms. Three general education elementary teachers and three students with disabilities participated in the study. The teachers were taught to embed instructional trials using a constant time delay procedure into their ongoing classroom activities. The effects on teacher use of the procedure and on student learning were evaluated with a multiple probe design. The results indicate that only after training did teachers embed the constant time delay procedure correctly and frequently in their classroom activities. Further, students correct performance on the targeted goals did not increase until after their teachers used the instructional procedures.