Premium
A modeling‐based approach to teacher consultation: A case study
Author(s) -
Nagle Richard J.,
Gresham Frank M.
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197910)16:4<527::aid-pits2310160414>3.0.co;2-5
Subject(s) - psychology , compliance (psychology) , mentally retarded , special education , service (business) , mathematics education , applied psychology , developmental psychology , social psychology , economy , economics
Modeling and modeling with information feedback were employed as consultation strategies to change teacher behavior. Seven trainable mentally retarded children in a self‐contained, public school classroom and one teacher served as subjects of the study. Dependent measures in the study were the length of teacher commands (number of words) and student compliance rate as a function of commands. The results showed that modeling alone dramatically reduced the number of words in teacher commands, which had a concomitant effect of increasing compliance rate of the children. Modeling with informational feedback had little effect upon command length or compliance rate. The implications of these results were discussed in terms of their applicability for the training of special service personnel.