Einar T. Ingvarsson & Gregory P. Hanley. (2006)
An evaluation of computer-based programmed instruction for promoting
teachers’ greetings of parents by name.
Journal of Applied Behavior Analysis,
39, 203-214.
Although greeting parents by name facilitates subsequent
parent–teacher communication, baseline measures revealed
that 4 preschool teachers never or rarely greeted parents
by name during morning check-in. To promote frequent and
accurate use of parents’ names by teachers, the effects of
a fully automated computerized assessment and programmed
instruction (CAPI) intervention were evaluated in a multiple
baseline design. The CAPI intervention involved assessment
and training of relations among parents’ and children’s
pictures and names, and produced rapid learning of parent
names. The CAPI intervention also resulted in substantial
improvements in the classroom use of parents’ names for 3
of the 4 teachers; however, a supervisor-mediated feedback
package (consisting of instructions, differential
reinforcement, and error correction) was necessary to
maintain name use for 2 of those teachers. The practical
strengths and limitations of computer-based teacher training
are discussed.
DESCRIPTORS: computer-based instruction, computer-based training, greeting by name, preschool teachers, programmed instruction, teacher training