The Effects of Observing Others Versus Self-Observation on Teacher Accuracy in Presenting Learn Unit Instruction

Albers, A. E., & Greer, R. D. (1991). Is the three-term contingency trial a predictor of effective instruction? Journal of Behavioral Education, 1(3), 337–354. https://doi.org/10.1007/BF00947188

Article  Google Scholar 

Bahadourian, A. J., Tam, K. Y., Greer, R. D., & Rousseau, M. K. (2006). The effects of learn units on student performance in two college courses. International Journal of Behavioral Consultation and Therapy, 2(2), 246–264.

Article  Google Scholar 

Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural fidelity: Using self-monitoring to enhance discrete trial instruction (DTI). Focus on Autism and Other Developmental Disabilities, 23, 95–102. https://doi.org/10.1177/1088357607311

Article  Google Scholar 

Bishop, C. D., Snyder, P. A., & Crow, R. E. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instructional learning trials. Topics in Early Childhood Special Education, 35(3), 170–182. https://doi.org/10.1177/0271121415594797

Article  Google Scholar 

Brophy, J. E. (1979). Teacher behavior and its effects. Journal of Educational Psychology, 71, 733–750. https://doi.org/10.1037/0022-0663.71.6.733

Article  Google Scholar 

Buggey, T. (1995). An examination of the effectiveness of videotaped self-modeling in teaching specific linguistic structures to preschoolers. Topics in Early Childhood Special Education, 15(4), 434–458. https://doi.org/10.1177/027112149501500403

Article  Google Scholar 

Catania, A.C., Shimoff, E., Matthews, B.A. (1989). An experimental analysis of rule-governed behavior. In: Hayes, S.C. (eds) Rule-governed behavior. Springer, Boston. https://doi.org/10.1007/978-1-4757-0447-1_4

Chapman, L. H. (2004). No child left behind in art? Arts Education Policy Review, 106(2), 3–20. https://doi.org/10.3200/AEPR.106.2.3-20

Article  Google Scholar 

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2 ed.) Prentice-Hall, https://doi.org/10.1901/jaba.2010.43-161

Deitchman, C., Reeve, S. A., Reeve, K. F., & Progar, P. R. (2010). Incorporating video feedback into self-management training to promote generalization of social initiations by children with autism. Education & Treatment of Children, 33(3), 475–488. https://doi.org/10.1353/etc.0.0102

Article  Google Scholar 

Du, L., & Greer, R. D. (2014). Validation of adult generalized imitation topographies and the emergence of generalized imitation in young children with autism as a function of mirror training. The Psychological Record, 64(2), 161–177. https://doi.org/10.1007/2Fs40732-014-0050-y

Article  Google Scholar 

Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(12), 1731–1744. https://doi.org/10.5897/ERR2015.2306

Article  Google Scholar 

Eckert, J. (2017). Leading together: Teachers and administrators improving student outcomes. Corwin press. https://tinyurl.com/2zxs3bhv

Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401–433. https://doi.org/10.3102/0034654317751918

Article  Google Scholar 

Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109–120. https://doi.org/10.1080/08856250801946236

Article  Google Scholar 

Greenwood, C. R., Delquadri, J., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In W. Heward, T. Heron, D. Hall, & J. Trap-Porter (Eds.), Behavior Analysis in Education (pp. 58–88). Charles E. Merrill.

Greer, R. D. (2002). Designing teaching strategies: An applied behavior analysis systems approach. Academic Press.

Greer, R. D. (2024). CABAS® international curriculum and inventory of repertoires from pre-school through kindergarten, 5thEdition. The Fred S. Keller School and CABAS®.

Google Scholar 

Greer, R. D., McCorkle, N., & Williams, G. (1989). A sustained analysis of the behaviors of schooling. Behavioral Interventions, 4(2), 113–141. https://doi.org/10.1002/bin.2360040205

Article  Google Scholar 

Greer, R. D., & McDonough, S. H. (1999). Is the learn unit a fundamental measure of pedagogy? The Behavior Analyst, 22(1), 5. https://doi.org/10.1007/BF03391973

Article  PubMed  PubMed Central  Google Scholar 

Heiman, C. M., Jacobson, M., & Fienup, D. M. (2024). Virtual behavioral skills training for parents: Generalization of parent behavior and child learning. Education and Treatment of Children, 48(1), 1–23. https://doi.org/10.1007/s43494-024-00137-w

Article  Google Scholar 

Hranchuk, K. S., & Williams, M. J. (2021). Addressing the feasibility of the teacher performance rate and accuracy scale as a treatment integrity tool. Behavioral Interventions, 36(2), 355–368. https://doi.org/10.1002/bin.1774

Article  Google Scholar 

Ingham, P., & Greer, R. D. (1992). Changes in student and teacher responses in observed and generalized settings as a function of supervisor observations. Journal of Applied Behavior Analysis, 25(1), 153–164. https://doi.org/10.1901/jaba.1992.25-153

Article  PubMed  PubMed Central  Google Scholar 

Keohane, D. D., & Greer, R. D. (2005). Teachers’ use of a verbally governed algorithm and student learning. International Journal of Behavioral Consultation and Therapy, 1(3), 252–271.

Article  Google Scholar 

Lamm, N., & Greer, R. D. (1991). A systematic replication of CABAS in Italy. Journal of Behavioral Education, 1(4), 427–444. https://doi.org/10.1007/BF00946776

Article  Google Scholar 

Lyon, K. J., Walker, V. L., Smith, H. H., & Chen, J. (2023). A comparison of video performance feedback and self-monitoring strategies to improve pre-service teachers’ implementation of systematic instruction. Journal of Educational Technology Systems, 51(4), 455–475. https://doi.org/10.1177/00472395231151443

Article  Google Scholar 

McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., & Shonkoff, J. P. (2017). Impacts of early childhood education on medium-and long-term educational outcomes. Educational Researcher, 46(8), 474–487. https://doi.org/10.3102/0013189X17737739

Article  PubMed  PubMed Central  Google Scholar 

Moreno, J. D., Greer, R. D., & Singer-Dudek, J. (2024). The effects of the establishment of generalized imitation across multiple topographies on accuracy and modality of responding in preschoolers with developmental delays. Education and Treatment of Children, 47(2), 119–134. https://doi.org/10.1007/43494-024-00123-2

Article  Google Scholar 

Nuzzolo, R., Du, L., Buttigieg, S., Greer, R. D., & Pino, J. (2025). The teacher performance rate and accuracy measure as a teacher training intervention. Journal of Behavioral Education. https://doi.org/10.1007/s10864-025-09592-w

Article  Google Scholar 

Pelletier, K., McNamara, B., Braga-Kenyon, P., & Ahearn, W. H. (2010). Effect of video self-monitoring on procedural integrity. Behavioral Interventions, 25(4), 261–274. https://doi.org/10.1002/bin.316

Article  Google Scholar 

Plavnick, J. B., Ferreri, S. J., & Maupin, A. N. (2010). The effects of self-monitoring on the procedural integrity of a behavioral intervention for young children with developmental disabilities. Journal of Applied Behavior Analysis, 43, 315–320. https://doi.org/10.1901/jaba.2010.43-315

Article  PubMed  PubMed Central  Google Scholar 

Reamer, R. B. (1995). The effects of video self-modeling and self-assessment training on the delivery of instructional strategies provided by paraeducators working with children with developmental delays (Doctoral dissertation, University of Houston). https://www.proquest.com/openview/3f11db4f8b4bba0e861ae118835763f6/1?pq-origsite=gscholar&cbl=18750&diss=y

Ribes-Iñesta, E. (2000). Instructions, rules, and abstraction: A misconstrued relation. Behavior and Philosophy, 28(1,2), 41–55.

Google Scholar 

Ribes Inesta, E., & Martinez Sanchez, H. (1990). Interaction of contingencies and rule instructions in the performance of human subjects in conditional discrimination. The Psychological Record, 40(4), 565–586.

Article  Google Scholar 

Ribich, F. M. (1974). The effects of training and feedback on self-evaluation. (ERIC Document Reproduction Service No. ED 098 230). https://files.eric.ed.gov/fulltext/ED098230.pdf

Richman, G. S., Riordan, M. R., Reiss, M. L., Pyles, D. A. M., & Bailey, J. S. (1988). The effects of self-monitoring and supervisor feedback on staff performance in a residential setting. Journal of Applied Behavior Analysis, 21, 401–409.

Article  PubMed  PubMed Central  Google Scholar 

Rosenberg, D., & Miles, K. H. (2018). Growing great teachers: How school system leaders can use existing resources to better develop, support, and retain new teachers--and improve student outcomes. Education Resource Strategies. https://eric.ed.gov/?id=ED593368

Rosenfeld, H. M., & Baer, D. M. (1969). Unnoticed verbal conditioning of an aware experimenter by a more aware subject: The double-agent effect. Psychological Review, 76(4), 425–432. https://doi.org/10.1037/h0027451

Article  Google Scholar 

Ross, D. E., Singer-Dudek, J., & Greer, R. D. (2005). The teacher performance rate and accuracy scale (TPRA): Training as evaluation. Education and Training in Developmental Disabilities, 40(4), 411.

Article  Google Scholar 

Ryle, G. (1984). The concept of mind (1949). Hutchinson.

Sanetti, L. M. H., & Luh, H. J. (2019). Fidelity of implementation in the field of learning disabilities. Learning Disability Quarterly, 42(4), 204–216. https://doi.org/10.1177/0731948719851514

Article  Google Scholar 

Selinske, J. E., Greer, R. D., & Lodhi, S. (1991). A functional analysis of the comprehensive application of behavior analysis to schooling. Journal of Applied Behavior Analysis, 24(1), 107–117. https://doi.org/10.1901/jaba.1991.24-107

Article  PubMed  PubMed Central  Google Scholar 

Singer-Dudek, J., Speckman, J., & Nuzzolo, R. (2010). A comparative analysis of the CABAS® model of education at the Fred S. Keller School: A twenty-year review. The Behavior Analyst Today, 11(4), 253–265.

Article  Google Scholar 

Singer-Dudek, J., Sterkin, V., & Linden, L. G. (2020). Audience control and the emission of stereotypy and social verbal exchanges in children with autism and developmental disabilities. Behavior Analysis in Practice, 14(1), 75–85. https://doi.org/10.1007/s40617-020-00485-0

Skinner, B. F. (1957). Verbal behavior. Copley.

Comments (0)

No login
gif