Using an online modified BST approach to train classroom teachers to use a high-probability instructional sequence

Abstract

In recent years, the focus of evidence-based practices (EBPs) has shifted from identifying new EBPs to bridging the research to practice gap. This study aims to help close the gap by examining the outcomes of an online delivery of a modified behavior skills training (BST) package on teachers’ fidelity of implementation of a high probability instructional sequence (HPIS). In addition, this study examines student outcomes and the social validity of the training package. Drawing on principles of adult learning, this study focuses on key elements of what teachers need to know, and improving the efficiency of training packages, while maintaining intervention fidelity. Four teacher-student dyads participated in the study. A multiple probe across participants design was used to evaluate intervention outcomes. Teachers were trained to implement the HPIS intervention using a modified BST package delivered via distance technology. Fidelity of implementation of the HPIS intervention was measured using a fidelity checklist. Teachers delivered a series of high probability (high-p) instructions immediately followed by a low probability (low-p) instruction. Student engagement in the low-p instruction was measured and analyzed. Social validity was measured through normative comparison peer data, as well as through questionnaires and interviews with both teachers and students. Results indicated that all four teachers met mastery criteria following BST. Increases in teacher fidelity were accompanied by corresponding improvements in student engagement across all teacher-student dyads, with effects replicated across participants. Social validity data further supported the acceptability of the intervention, with teachers reporting that the training was efficient, acceptable, and effective.