{"id":{"repo_id":"reykjavik","oai_identifier":"oai:skemman.is:1946/50790"},"canonical_url":"https://search.dev.ndltd.org/etd/reykjavik/oai:skemman.is:1946/50790","repository":{"repo_id":"reykjavik","name":"Reykjavík University","base_url":"https://skemman.is/oai/request"},"display":{"title":"An evaluation of implementing the teach-back method in pairs : training teachers to use the Good Behavior Game","abstract":"Teach-back is a well-established intervention within the healthcare sector and involves the clinician explaining one chunk of information and having the patient explain it back using their own words until they can accurately explain the information. Teach-back has become a viable option in other fields as well, where time and resources are limited, since teach-back is not as time consuming and complicated to implement as behavior skills training, video packages etc. Sleiman et al. (2023) evaluated the use of teach-back to train college students in new skills in a laboratory setting, resulting in a 100% increase in procedural integrity when coupled with vocal-verbal feedback. This research is a replication of Sleiman et al. (2023) research and a systematic replication of Rögnvaldsdóttir’s (2024) master’s thesis with the addition of training in pairs. In Rögnvaldsdóttir’s research, four teachers received individual training and feedback on how to implement the Good Behavior Game (GBG), with all participants improving their procedural integrity following training. In our study, we recruited six teachers who received training on the GBG in pairs. We utilized a concurrent multiple baseline design to assess the effects of teach-back on teachers' procedural integrity when implementing GBG with their students. Participants who did not achieve 100% integrity after training received vocal-verbal feedback. All participants demonstrated an increase in integrity after the teachback sessions. One participant achieved 100% integrity with teach-back alone, whereas the others reached 100% integrity following feedback, suggesting that training pairs is just as efficient as individual training. We discuss the implications of our study and suggest future research directions. Keywords: Teach-Back, the Good Behavior Game, training","abstract_html":"Teach-back is a well-established intervention within the healthcare sector and involves the clinician explaining one chunk of information and having the patient explain it back using their own words until they can accurately explain the information. Teach-back has become a viable option in other fields as well, where time and resources are limited, since teach-back is not as time consuming and complicated to implement as behavior skills training, video packages etc. Sleiman et al. (2023) evaluated the use of teach-back to train college students in new skills in a laboratory setting, resulting in a 100% increase in procedural integrity when coupled with vocal-verbal feedback. This research is a replication of Sleiman et al. (2023) research and a systematic replication of Rögnvaldsdóttir’s (2024) master’s thesis with the addition of training in pairs. In Rögnvaldsdóttir’s research, four teachers received individual training and feedback on how to implement the Good Behavior Game (GBG), with all participants improving their procedural integrity following training. In our study, we recruited six teachers who received training on the GBG in pairs. We utilized a concurrent multiple baseline design to assess the effects of teach-back on teachers' procedural integrity when implementing GBG with their students. Participants who did not achieve 100% integrity after training received vocal-verbal feedback. All participants demonstrated an increase in integrity after the teachback sessions. One participant achieved 100% integrity with teach-back alone, whereas the others reached 100% integrity following feedback, suggesting that training pairs is just as efficient as individual training. We discuss the implications of our study and suggest future research directions. 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Teach-back has become a viable option in other fields as well, where time and resources are limited, since teach-back is not as time consuming and complicated to implement as behavior skills training, video packages etc. Sleiman et al. (2023) evaluated the use of teach-back to train college students in new skills in a laboratory setting, resulting in a 100% increase in procedural integrity when coupled with vocal-verbal feedback. This research is a replication of Sleiman et al. (2023) research and a systematic replication of Rögnvaldsdóttir’s (2024) master’s thesis with the addition of training in pairs. In Rögnvaldsdóttir’s research, four teachers received individual training and feedback on how to implement the Good Behavior Game (GBG), with all participants improving their procedural integrity following training. In our study, we recruited six teachers who received training on the GBG in pairs. We utilized a concurrent multiple baseline design to assess the effects of teach-back on teachers' procedural integrity when implementing GBG with their students. Participants who did not achieve 100% integrity after training received vocal-verbal feedback. All participants demonstrated an increase in integrity after the teachback sessions. One participant achieved 100% integrity with teach-back alone, whereas the others reached 100% integrity following feedback, suggesting that training pairs is just as efficient as individual training. We discuss the implications of our study and suggest future research directions. Keywords: Teach-Back, the Good Behavior Game, training"]},{"key":"dc:title","label":"Title","values":["An evaluation of implementing the teach-back method in pairs : training teachers to use the Good Behavior Game"]}]}],"canonical_facts":{"dc:contributor":["Háskólinn í Reykjavík"],"dc:creator":["Laufey Erla Jónsdóttir 1978-"],"dc:date.accessioned":["2025-06-18T11:06:56Z"],"dc:date.available":["2025-06-18T11:06:56Z"],"dc:date.issued":["2025-06-18T11:06:57Z"],"dc:description.abstract":["Teach-back is a well-established intervention within the healthcare sector and involves the clinician explaining one chunk of information and having the patient explain it back using their own words until they can accurately explain the information. Teach-back has become a viable option in other fields as well, where time and resources are limited, since teach-back is not as time consuming and complicated to implement as behavior skills training, video packages etc. Sleiman et al. (2023) evaluated the use of teach-back to train college students in new skills in a laboratory setting, resulting in a 100% increase in procedural integrity when coupled with vocal-verbal feedback. This research is a replication of Sleiman et al. (2023) research and a systematic replication of Rögnvaldsdóttir’s (2024) master’s thesis with the addition of training in pairs. In Rögnvaldsdóttir’s research, four teachers received individual training and feedback on how to implement the Good Behavior Game (GBG), with all participants improving their procedural integrity following training. In our study, we recruited six teachers who received training on the GBG in pairs. We utilized a concurrent multiple baseline design to assess the effects of teach-back on teachers' procedural integrity when implementing GBG with their students. Participants who did not achieve 100% integrity after training received vocal-verbal feedback. All participants demonstrated an increase in integrity after the teachback sessions. One participant achieved 100% integrity with teach-back alone, whereas the others reached 100% integrity following feedback, suggesting that training pairs is just as efficient as individual training. We discuss the implications of our study and suggest future research directions. Keywords: Teach-Back, the Good Behavior Game, training"],"dc:identifier.uri":["https://hdl.handle.net/1946/50790"],"dc:language.iso":["en"],"dc:subject":["Hagnýt atferlisgreining","Meistaraprófsritgerðir","Atferlismeðferð","Applied behavior analysis","Behavior therapy"],"dc:title":["An evaluation of implementing the teach-back method in pairs : training teachers to use the Good Behavior Game"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:41:33Z"}