{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80067"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80067","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teaching Response Prompting Strategies to Special Education Teachers in Tanzania","abstract":"Students with moderate and severe disabilities benefit from systematic instruction such as response prompting strategies, but unfortunately many special education teachers have not received training on this kind of specialized instruction. Response prompting strategies are considered an effective practice in the US, but there were found no published studies on their use in an African context. The purpose of this study was to evaluate the effects of a training package on the acquisition, maintenance and generalization of Tanzanian special education teachers' use of response prompting strategies. A multiple baseline across participants design was used to examine the effectiveness of a training package that included explanation, role-play, classroom practice with immediate corrective feedback, and intermittent presentation of sample instructional programs. Participants were 5 special education teachers and 19 students with moderate to severe disabilities. The primary dependent variable was the teachers' accuracy of implementing 4 response prompting strategies (constant time delay, simultaneous prompting, most-to-least prompting and system of least prompts). The secondary dependent variable was student performance on targeted skills. The training package was effective in teaching all the teachers to acquire, generalize and maintain the strategies. Student performance results are mixed, with all students improving relative to baseline and 8 of 19 students mastering their target skills. Social validity data indicate that that the training package and strategies were appropriate for the context.","abstract_html":"Students with moderate and severe disabilities benefit from systematic instruction such as response prompting strategies, but unfortunately many special education teachers have not received training on this kind of specialized instruction. Response prompting strategies are considered an effective practice in the US, but there were found no published studies on their use in an African context. The purpose of this study was to evaluate the effects of a training package on the acquisition, maintenance and generalization of Tanzanian special education teachers' use of response prompting strategies. A multiple baseline across participants design was used to examine the effectiveness of a training package that included explanation, role-play, classroom practice with immediate corrective feedback, and intermittent presentation of sample instructional programs. Participants were 5 special education teachers and 19 students with moderate to severe disabilities. The primary dependent variable was the teachers' accuracy of implementing 4 response prompting strategies (constant time delay, simultaneous prompting, most-to-least prompting and system of least prompts). The secondary dependent variable was student performance on targeted skills. The training package was effective in teaching all the teachers to acquire, generalize and maintain the strategies. Student performance results are mixed, with all students improving relative to baseline and 8 of 19 students mastering their target skills. Social validity data indicate that that the training package and strategies were appropriate for the context.","abstract_has_math":false,"creators":["Seward, Jannike Jakobsen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["James Halle","Janis Chadsey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:09Z","date_published":"2015-09-25T19:55:09Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Teacher Training"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3337918"],"render_values":[{"text":"(MiAaPQ)AAI3337918","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80067","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Halle","Janis Chadsey"]},{"key":"dc:creator","label":"Author","values":["Seward, Jannike Jakobsen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:09Z","10000-01-01","2008"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Teacher Training"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80067","(MiAaPQ)AAI3337918"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Students with moderate and severe disabilities benefit from systematic instruction such as response prompting strategies, but unfortunately many special education teachers have not received training on this kind of specialized instruction. 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The secondary dependent variable was student performance on targeted skills. The training package was effective in teaching all the teachers to acquire, generalize and maintain the strategies. Student performance results are mixed, with all students improving relative to baseline and 8 of 19 students mastering their target skills. Social validity data indicate that that the training package and strategies were appropriate for the context.","Made available in DSpace on 2015-09-25T19:55:09Z (GMT). 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