Comparative Effects of Sequential Behavior Feedback and Goal-Setting across Peer-Teaching and Field-Based Practice Teaching

Abstract

Based on sequential behavior analysis (SBA) approaches to clinical practice activities (Sharpe, Lounsbery, & Bahls, 1997) and on results from school-university collaboration approaches to teacher education (Sharpe, Lounsbery, Golden, & Deibler, 1999), this study analyzed the effects of different supervisory personnel and practice-teaching settings on the relative effectiveness of SBA feedback and goal-setting practices. Teaching performances of two matched groups of undergraduates (N = 4) were observed. An A-B-A-C multiple baseline design with a treatment reversal across participants was used. The B-phase consisted of school-based practice teaching, the C-phase consisted of peer-based practice teaching, and the multiple baseline represented the differing times in which the same SBA feedback treatment was administered. Results demonstrated substantial improvement in select teacher and student practices in the school-based setting but a limited effect in the peer-based setting. Participant response data provided additional support for school-based activities. This study endorses a collaborative field-based approach to teacher education and contradicts the literature in nonsupport.