Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers. (November 2020)

• Record Type: Journal Article
• Authors: Hirsch, Shanna E.; Chow, Jason C.; Randall, Kristina N.; Nemer, Shannon L.; McKown, Georgia
• Other Names: Maggin Daniel M. guest-editor.; Robertson Rachel E. guest-editor.; Cook Bryan G. guest-editor.
• Is Part Of: Behavioral disorders. Volume 46:Number 1(2021)
• Page Start: 18
• Page End: 28
• Publication Date: 2020-11
• Subjects: content acquisition podcast -- functional behavioral assessments -- multimedia -- teacher preparation; Behavior disorders in children -- Periodicals; Child Behavior Disorders; Comportement, Troubles du, chez l'enfant -- Périodiques; Behavior disorders in children; Trouble du comportement; Trouble affectif; Jeune; Periodicals; Periodicals; 618.9289005
• DOI: 10.1177/0198742920911178
• Languages: English
• ISSNs: 0198-7429

Abstract

We report the findings of a randomized controlled trial examining the use of content acquisition podcasts for teachers (CAP-Ts) with 94 preservice teacher participants from two public universities. This study is an extension of a previous CAP-T study. We examined whether active embedded questions in CAP-Ts increased participant knowledge of functional behavioral assessments (FBAs). Participants completed a pretest, treatment, and posttest assessment to measure the extent to which CAP-Ts with active embedded questions supported participant knowledge, improved application of FBA skills, and impacted social validity as compared with traditional CAP-Ts. Findings indicate that CAP-T with embedded questions did not produce significant changes in preservice teacher knowledge and application of skills. Limitations and future directions are discussed.