The Effects of a Sequential Behavior Analysis Protocol on the Teaching Practices of Undergraduate Trainees

This article studied the effects which a sequential behavior feedback procedure had on the practice teaching experiences of undergraduate teacher trainees. Teaching performances of each participant were analyzed using Alternative Appropriate Instructional (AIA) and Organizational (AOA) Action measures within the ecological context of Instructional (IO) and Organizational (OO) challenges in the practice teaching setting. Data support the added utility of sequential ( Sharpe, 1996 , 1997a ) information when using behavior analysis approaches to teacher training. One field-based undergraduate teaching practicum was monitored. The key elements summarized are: (a) classroom instruction tied to the practicum experience; (b) practice teaching experience; and (c) sequential observation system used for evaluation and feedback-including multiple-baseline data (N = 4) to support this approach to teacher training. Results point to the strong relationship between sequential behavior feedback and (a) teacher-trainee improvement in meeting instructional and organizational challenges in the classroom; (b) teacher-trainee movement from an organizational to an instructional focus over the course of the experiment; and (c) positive changes in pupil practices as a function of changes in teacher-trainee instruction. Sequential feedback was also socially validated by practicing teachers naive to the study.