A Comparison of Role-play v. Mixed-Reality Simulation on Pre-Service Teachers’ Behavior Management Practices

Abstract

Students with disabilities are being educated in the general education setting at an ever-increasing rate; therefore, it becomes imperative that educator preparation programs ensure that pre-service teachers are equipped to meet the needs of all students. Teacher education scholars have encouraged educator preparation programs to maximize the potential of technology to improve the use of evidence-based and high-leverage practices. This study sought to examine the effects of role-play versus mixed-reality simulation on the development of pre-service teachers’ ability to implement high-probability practices while setting group expectations for behavior. Using a switching replications design, results suggested mixed-reality simulation was more effective than role-play on the development of pre-service teachers’ ability to implement high-probability practices (i.e., opportunities to respond, feedback) while setting group expectations for behavior. Additionally, student perception regarding the feasibility and acceptability of mixed-reality simulation to learn classroom management strategies was greater than that of role-play. Implications of results and future research are discussed.