The efficacy of in situ training for increasing Head Start teachers’ use of effective instruction delivery in Head Start classrooms while evaluating concomitant increases in Head Start students’ compliance was examined in the current study. Of further interest was the extent to which Head Start teachers maintained and generalized accuracy of effective instruction delivery in untrained settings. Four Head Start teachers and four Head Start students served as participants in this study. A multiple baseline across participants was used to test the effects of in situ training on teachers’ accuracy of effective instruction delivery and students’ initiation compliance. Data were analyzed via visual inspection and effect size calculations. Results indicate that in situ training increased teachers’ accuracy of effective instruction delivery, while concomitantly increasing student compliance for some students. Moreover, in situ training also increased teachers’ effective instruction delivery in untrained settings. The results of this study are discussed in terms of its extension of the school-based consultation literature, its limitations, future directions for research, and implications for applied practice.
","abstract_html":"<p>The efficacy of <em>in situ </em>training for increasing Head Start teachers’ use of effective instruction delivery in Head Start classrooms while evaluating concomitant increases in Head Start students’ compliance was examined in the current study. Of further interest was the extent to which Head Start teachers maintained and generalized accuracy of effective instruction delivery in untrained settings. Four Head Start teachers and four Head Start students served as participants in this study. A multiple baseline across participants was used to test the effects of <em>in situ</em> training on teachers’ accuracy of effective instruction delivery and students’ initiation compliance. Data were analyzed via visual inspection and effect size calculations. Results indicate that <em>in situ</em> training increased teachers’ accuracy of effective instruction delivery, while concomitantly increasing student compliance for some students. Moreover, <em>in situ </em>training also increased teachers’ effective instruction delivery in untrained settings. The results of this study are discussed in terms of its extension of the school-based consultation literature, its limitations, future directions for research, and implications for applied practice.</p>","abstract_has_math":false,"creators":["Wimberly, Joy Kathleen"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Brad Dufrene","Joe Olmi","Evan Dart"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T05:44:41Z","subjects":["behavioral consultation","problem solving consultation","effective instruction delivery","compliance","preschool","Applied Behavior Analysis","Child Psychology","Educational Psychology","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/269","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brad Dufrene","Joe Olmi","Evan Dart"]},{"key":"dc:creator","label":"Author","values":["Wimberly, Joy Kathleen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-10-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["behavioral consultation","problem solving consultation","effective instruction delivery","compliance","preschool","Applied Behavior Analysis","Child Psychology","Educational Psychology","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/269"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The efficacy of in situ training for increasing Head Start teachers’ use of effective instruction delivery in Head Start classrooms while evaluating concomitant increases in Head Start students’ compliance was examined in the current study. Of further interest was the extent to which Head Start teachers maintained and generalized accuracy of effective instruction delivery in untrained settings. Four Head Start teachers and four Head Start students served as participants in this study. A multiple baseline across participants was used to test the effects of in situ training on teachers’ accuracy of effective instruction delivery and students’ initiation compliance. Data were analyzed via visual inspection and effect size calculations. Results indicate that in situ training increased teachers’ accuracy of effective instruction delivery, while concomitantly increasing student compliance for some students. Moreover, in situ training also increased teachers’ effective instruction delivery in untrained settings. The results of this study are discussed in terms of its extension of the school-based consultation literature, its limitations, future directions for research, and implications for applied practice.
"]},{"key":"dc:title","label":"Title","values":["Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training"]}]}],"canonical_facts":{"dc:contributor":["Brad Dufrene","Joe Olmi","Evan Dart"],"dc:creator":["Wimberly, Joy Kathleen"],"dc:date.available":["2016-10-19T07:00:00Z"],"dc:description.abstract":["The efficacy of in situ training for increasing Head Start teachers’ use of effective instruction delivery in Head Start classrooms while evaluating concomitant increases in Head Start students’ compliance was examined in the current study. Of further interest was the extent to which Head Start teachers maintained and generalized accuracy of effective instruction delivery in untrained settings. Four Head Start teachers and four Head Start students served as participants in this study. A multiple baseline across participants was used to test the effects of in situ training on teachers’ accuracy of effective instruction delivery and students’ initiation compliance. Data were analyzed via visual inspection and effect size calculations. Results indicate that in situ training increased teachers’ accuracy of effective instruction delivery, while concomitantly increasing student compliance for some students. Moreover, in situ training also increased teachers’ effective instruction delivery in untrained settings. The results of this study are discussed in terms of its extension of the school-based consultation literature, its limitations, future directions for research, and implications for applied practice.
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