THE IMPACT OF CHECKLIST-BASED TRAINING ON TEACHERS' USE OF THE ZONE DEFENSE SCHEDULE

We assessed the impact of checklist‐based training on teaching teams' use of the zone defense schedule. Three teaching teams (lead teacher plus 2 assistant teachers) in an inclusive early childhood program participated. A multiple baseline design across teams was used to determine whether accurate implementation of the zone defense schedule increased when checklist‐based training was provided. All teaching teams reached the preestablished criterion, implementing a minimum of 80% of checklist items accurately for 3 consecutive observations.