Date on Master's Thesis/Doctoral Dissertation

5-2024

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department

Special Education, Early Childhood & Prevention Science

Degree Program

Curriculum and Instruction, PhD

Committee Chair

Courtade, Ginevra

Committee Member

Burt, Jonathan

Committee Member

Scott, Terrance

Committee Member

Ackerman, Kera

Author's Keywords

special education; computer-based instruction; teacher preparation; online learning; asynchronous instruction

Abstract

There has been a significant increase in the use of distance education (DE) in institutions of higher education (IHEs) that is leading to a shift in pedagogy and practices. In the fall of 2021, approximately 61% of undergraduate students nationally were enrolled in at least one online course. A growing number of teacher preparation programs, including special education programs, are utilizing asynchronous course and program designs to combat the critical shortage of certified teachers, yet little research has examined which asynchronous teaching methods are effective for the development of critical teaching skills such as evidence-based practices. One asynchronous teaching method is computer-based instruction (CBI), which uses a combination of written and audio instruction, videos, and/or interactive activities that are completed on the internet. Computer-based instruction has been shown to be an effective method in staff training in applied behavior analysis (ABA), parent training, and professional development (PD); however, there is a need for research investigating the use of CBI in teacher preparation programs. The purpose of this concurrent multiple-probe across participants study was to examine the effectiveness of CBI for increasing preservice teachers’ implementation accuracy of the teaching procedure simultaneous prompting (SP). This study also measured the duration of CBI needed to pass a recall test on SP procedures and the effectiveness of asynchronous video feedback for any participant that did not meet the implementation criterion after completing the CBI. Participants were four undergraduate education majors at a local university. Results indicated a functional relation between CBI and implementation accuracy of simultaneous prompting for three of the four participants. Additionally, the average CBI duration needed to pass the SP recall test was 32 min and asynchronous video feedback was effective for the one participant who scored below criterion. Limitations, implications for practice, and future research are presented.

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