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Teaching teachers-in-training problem identification and problem analysis skills: An experimental analysis of three methods
Abstract
Behavioral consultation is being used by psychologists and teachers within our schools. One of the primary underlying assumptions regarding behavioral consultation is that the consultant and consultee collaborate to solve a problem. In order to collaborate, a consultee must have sufficient skill in the model they are using. Traditionally, consultees are not trained in behavioral consultation, despite the indication for such training. The primary purpose of this research was to determine the most effective combination of instructional methods to teach teachers-in-training problem identification and problem analysis skills. Three treatment conditions (didactic, didactic + modeling, and didactic + modeling with rehearsal/feedback) and a control condition were compared on measures of problem identification, problem analysis, a test of knowledge, and a consumer satisfaction questionnaire. Oneway MANOVA's were used to assess the impact of the independent variables (didactic, didactic + modeling, didactic + modeling with rehearsal/feedback, and control) on two different sets of dependent variables. The Problem Identification and Problem Analysis Questionnaires were analyzed together and the Test of Knowledge and Consumer Satisfaction Questionnaire were analyzed together. On each set of dependent variables, a significant multivariate F was observed. Univariate ANOVA's were used as follow-up to determine which of the dependent variables was contributing to the overall significant F. Tukey tests using the Tukey-Kramer modification were then used to determine which cell means of the independent variables were significantly different. Results indicated that the didactic + modeling and didactic + modeling with rehearsal/feedback were superior to didactic training in developing problem identification and problem analysis skills. Subjects in the didactic training obtained higher scores than the other treatment groups with respect to knowledge of behavioral consultation. Finally, there was no significant difference among the treatment conditions on the consumer satisfaction questionnaire. Possible explanations for these findings are presented as are directions for future research. Implications for teacher training programs and for consultants working with consultees in the field are also discussed.
Subject Area
Educational psychology|Teacher education
Recommended Citation
Watson, Thomas Steuart, "Teaching teachers-in-training problem identification and problem analysis skills: An experimental analysis of three methods" (1991). ETD collection for University of Nebraska-Lincoln. AAI9208119.
https://digitalcommons.unl.edu/dissertations/AAI9208119