Supporting Preservice Teachers to Implement Systematic Instruction Through Video Review, Reflection, and Performance Feedback

Abstract

Eleven preservice teachers in a dual early childhood/early childhood special education teacher education program participated in a case study to determine the effects of a professional development intervention on use of an evidence-based practice (EBP). The intervention included training, practice, planning, video self-reflection, and group feedback to support implementation of constant time delay procedures with children in early childhood special education settings. After participating in the intervention, the majority of participants implemented the practice with fidelity. Implications for teacher education are discussed.