Abstract
ABSTRACT Noncompletion of teacher instructions is one of the most pervasive difficulties displayed in early childhood educations settings. Fortunately, there are a variety of effective strategies to prevent and address young children’s noncompletion of teacher instructions. However, teachers may require consultation and ongoing implementation support to effectively implement and sustain intervention delivery. As such, the purpose of this study was to test the effectiveness of in situ training with performance feedback delivered in the context of direct behavioral consultation for improving three early childhood teachers’ use of effective instruction delivery. Results indicated all three teachers increased accurate use of effective instruction delivery in target and generalization settings, with concomitant improvements in children’s response to instructions. Results, implications, limitations, and future direction are discussed.
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