{"id":{"repo_id":"reykjavik","oai_identifier":"oai:skemman.is:1946/51144"},"canonical_url":"https://search.dev.ndltd.org/etd/reykjavik/oai:skemman.is:1946/51144","repository":{"repo_id":"reykjavik","name":"Reykjavík University","base_url":"https://skemman.is/oai/request"},"display":{"title":"Evaluating the effects of Behavioural Skills Training on teacher implementation of the Preschool Life Skills program in elementary settings","abstract":"As children grow, mastering key social skills is essential for their success in school environments, and teachers play a central role in fostering these skills. The current study evaluated the effects of using Behavioural Skills Training (BST) to teach a first-grade teacher to implement the Preschool Life Skills (PLS) program in a mainstream elementary school classroom. The primary aim was to evaluate the effects of using BST to train a teacher to implement the PLS program in a classroom setting. A secondary aim was to compare teacher and student outcomes between a classroom where the teacher received BST and two control classrooms where no training took place. The experimental teacher received BST on how to teach three social skills: answering to name, following simple instructions, and raising a hand for teacher attention. Results indicated that BST effectively increased the teacher’s procedural integrity when initially teaching the skills, and while providing descriptive praise and corrective feedback during evocative situations. Children in the experimental classroom demonstrated improved performance across all skills, with instruction following improving immediately after the skill of responding to one’s name was taught. Comparison data showed greater improvements in teacher and student behaviours related to the targeted skills in the experimental classroom than in the control classrooms. These findings support the use of BST to train teachers in implementing the PLS program and extend previous research by demonstrating its effectiveness in mainstream elementary school settings. Keywords: teacher training, preschool life skills, behavioural skills training, elementary school settings","abstract_html":"As children grow, mastering key social skills is essential for their success in school environments, and teachers play a central role in fostering these skills. The current study evaluated the effects of using Behavioural Skills Training (BST) to teach a first-grade teacher to implement the Preschool Life Skills (PLS) program in a mainstream elementary school classroom. The primary aim was to evaluate the effects of using BST to train a teacher to implement the PLS program in a classroom setting. A secondary aim was to compare teacher and student outcomes between a classroom where the teacher received BST and two control classrooms where no training took place. The experimental teacher received BST on how to teach three social skills: answering to name, following simple instructions, and raising a hand for teacher attention. Results indicated that BST effectively increased the teacher’s procedural integrity when initially teaching the skills, and while providing descriptive praise and corrective feedback during evocative situations. Children in the experimental classroom demonstrated improved performance across all skills, with instruction following improving immediately after the skill of responding to one’s name was taught. Comparison data showed greater improvements in teacher and student behaviours related to the targeted skills in the experimental classroom than in the control classrooms. These findings support the use of BST to train teachers in implementing the PLS program and extend previous research by demonstrating its effectiveness in mainstream elementary school settings. Keywords: teacher training, preschool life skills, behavioural skills training, elementary school settings","abstract_has_math":false,"creators":["Auður Pálsdóttir 1995-"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Háskólinn í Reykjavík"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-19T14:04:34Z","date_published":"2025-06-19T14:04:34Z","updated_at":"2026-07-27T20:37:50Z","subjects":["Hagnýt atferlisgreining","Meistaraprófsritgerðir","Grunnskólar","Félagsfærni","Applied behaviour analysis","Elementary schools","Social skills"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/1946/51144","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Háskólinn í Reykjavík"]},{"key":"dc:creator","label":"Author","values":["Auður Pálsdóttir 1995-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-19T14:04:33Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-19T14:04:33Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-06-19T14:04:34Z"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Hagnýt atferlisgreining","Meistaraprófsritgerðir","Grunnskólar","Félagsfærni","Applied behaviour analysis","Elementary schools","Social skills"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1946/51144"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As children grow, mastering key social skills is essential for their success in school environments, and teachers play a central role in fostering these skills. The current study evaluated the effects of using Behavioural Skills Training (BST) to teach a first-grade teacher to implement the Preschool Life Skills (PLS) program in a mainstream elementary school classroom. The primary aim was to evaluate the effects of using BST to train a teacher to implement the PLS program in a classroom setting. A secondary aim was to compare teacher and student outcomes between a classroom where the teacher received BST and two control classrooms where no training took place. The experimental teacher received BST on how to teach three social skills: answering to name, following simple instructions, and raising a hand for teacher attention. Results indicated that BST effectively increased the teacher’s procedural integrity when initially teaching the skills, and while providing descriptive praise and corrective feedback during evocative situations. Children in the experimental classroom demonstrated improved performance across all skills, with instruction following improving immediately after the skill of responding to one’s name was taught. Comparison data showed greater improvements in teacher and student behaviours related to the targeted skills in the experimental classroom than in the control classrooms. These findings support the use of BST to train teachers in implementing the PLS program and extend previous research by demonstrating its effectiveness in mainstream elementary school settings. Keywords: teacher training, preschool life skills, behavioural skills training, elementary school settings","Þegar börn vaxa úr grasi er nauðsynlegt að þau nái tökum á góðri félagsfærni til að ná árangri í skólaumhverfi. Kennarar gegna lykilhlutverki í að efla þessa færni. Meginmarkmið þessarar rannsóknar var að meta áhrif þess að nota færniþjálfun (e. Behavioural Skills Training) til að þjálfa kennara í fyrsta bekk í að innleiða skóla- og félagsfærni (e. Preschool Life Skills). Annað markmið var að bera saman niðurstöður úr kennslustofu þar sem kennari fékk þjálfun og niðurstöður úr tveimur samanburðarkennslustofum þar sem kennarar fengu enga þjálfun. Tilraunakennarinn fékk færniþjálfun í að innleiða þrjá færniþætti: að svara nafni, fylgja einföldum fyrirmælum og rétta upp hönd til að ná athygli kennarans. Færniþjálfun bætti færni kennarans í að innleiða færniþættina og færni hans til að veita lýsandi hrós og leiðréttingar í tilbúnum aðstæðum. Börnin í tilraunakennslustofunni sýndu bætta frammistöðu á öllum færniþáttum þegar ný færni var kennd og umfram það bættu þau sig í að fara eftir fyrirmælum um leið og þeim var markvisst kennt að svara nafni. Samanburðargögn sýndu meiri framfarir í hegðun kennara og nemenda tengdri markfærninni í tilraunakennslustofunni miðað við samanburðarkennslustofuna. Þessar niðurstöður eru til marks um kosti notkunar færniþjálfunar til að þjálfa kennara í að innleiða PLS prógrammið og bæta við fyrri rannsóknir með því að sýna fram á árangur í almennum grunnskólum. Lykilorð: kennaraþjálfun, preschool life skills, færniþjálfun, grunnskólar"]},{"key":"dc:title","label":"Title","values":["Evaluating the effects of Behavioural Skills Training on teacher implementation of the Preschool Life Skills program in elementary settings"]}]}],"canonical_facts":{"dc:contributor":["Háskólinn í Reykjavík"],"dc:creator":["Auður Pálsdóttir 1995-"],"dc:date.accessioned":["2025-06-19T14:04:33Z"],"dc:date.available":["2025-06-19T14:04:33Z"],"dc:date.issued":["2025-06-19T14:04:34Z"],"dc:description.abstract":["As children grow, mastering key social skills is essential for their success in school environments, and teachers play a central role in fostering these skills. The current study evaluated the effects of using Behavioural Skills Training (BST) to teach a first-grade teacher to implement the Preschool Life Skills (PLS) program in a mainstream elementary school classroom. The primary aim was to evaluate the effects of using BST to train a teacher to implement the PLS program in a classroom setting. A secondary aim was to compare teacher and student outcomes between a classroom where the teacher received BST and two control classrooms where no training took place. The experimental teacher received BST on how to teach three social skills: answering to name, following simple instructions, and raising a hand for teacher attention. Results indicated that BST effectively increased the teacher’s procedural integrity when initially teaching the skills, and while providing descriptive praise and corrective feedback during evocative situations. Children in the experimental classroom demonstrated improved performance across all skills, with instruction following improving immediately after the skill of responding to one’s name was taught. Comparison data showed greater improvements in teacher and student behaviours related to the targeted skills in the experimental classroom than in the control classrooms. These findings support the use of BST to train teachers in implementing the PLS program and extend previous research by demonstrating its effectiveness in mainstream elementary school settings. Keywords: teacher training, preschool life skills, behavioural skills training, elementary school settings","Þegar börn vaxa úr grasi er nauðsynlegt að þau nái tökum á góðri félagsfærni til að ná árangri í skólaumhverfi. Kennarar gegna lykilhlutverki í að efla þessa færni. Meginmarkmið þessarar rannsóknar var að meta áhrif þess að nota færniþjálfun (e. Behavioural Skills Training) til að þjálfa kennara í fyrsta bekk í að innleiða skóla- og félagsfærni (e. Preschool Life Skills). Annað markmið var að bera saman niðurstöður úr kennslustofu þar sem kennari fékk þjálfun og niðurstöður úr tveimur samanburðarkennslustofum þar sem kennarar fengu enga þjálfun. Tilraunakennarinn fékk færniþjálfun í að innleiða þrjá færniþætti: að svara nafni, fylgja einföldum fyrirmælum og rétta upp hönd til að ná athygli kennarans. Færniþjálfun bætti færni kennarans í að innleiða færniþættina og færni hans til að veita lýsandi hrós og leiðréttingar í tilbúnum aðstæðum. Börnin í tilraunakennslustofunni sýndu bætta frammistöðu á öllum færniþáttum þegar ný færni var kennd og umfram það bættu þau sig í að fara eftir fyrirmælum um leið og þeim var markvisst kennt að svara nafni. Samanburðargögn sýndu meiri framfarir í hegðun kennara og nemenda tengdri markfærninni í tilraunakennslustofunni miðað við samanburðarkennslustofuna. Þessar niðurstöður eru til marks um kosti notkunar færniþjálfunar til að þjálfa kennara í að innleiða PLS prógrammið og bæta við fyrri rannsóknir með því að sýna fram á árangur í almennum grunnskólum. Lykilorð: kennaraþjálfun, preschool life skills, færniþjálfun, grunnskólar"],"dc:identifier.uri":["https://hdl.handle.net/1946/51144"],"dc:language.iso":["en"],"dc:subject":["Hagnýt atferlisgreining","Meistaraprófsritgerðir","Grunnskólar","Félagsfærni","Applied behaviour analysis","Elementary schools","Social skills"],"dc:title":["Evaluating the effects of Behavioural Skills Training on teacher implementation of the Preschool Life Skills program in elementary settings"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:37:50Z"}