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TRAINING STUDENT TEACHERS TO REPOSITION INFANTS FREQUENTLY
Author(s) -
CotnoirBichelman Nicole M.,
Thompson Rachel H.,
McKerchar Paige M.,
Haremza Jessica L.
Publication year - 2006
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2006.9-06
Subject(s) - psychology , intervention (counseling) , supervisor , chart , medical education , training (meteorology) , variety (cybernetics) , medicine , psychiatry , statistics , mathematics , political science , law , physics , meteorology
We evaluated the effects of an intervention designed to increase the variety of positions experienced by infants in a child‐care setting. Six student teachers were trained, using a multicomponent intervention, to reposition infants according to a chart. The intervention was successful in increasing the mean percentage of correct position changes made by all 6 student teachers, and performance gains by 3 student teachers persisted when supervisor feedback was briefly removed.