Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-19T06:12:59.631Z Has data issue: false hasContentIssue false
  • English
  • Français

Behavioural Intervention Strategies in Education: Implications for Training Educational Professionals

Published online by Cambridge University Press:  06 October 2014

Ted Glynn
Ted Glynn*
Affiliation:
University of Otago
Get access

Abstract

Effective applied behavioural intervention in teaching and learning settings requires a knowledge and skill base in human development, school curriculum, and cultural issues, as well as competence in the principles of applied behaviour analysis. Simple applications of operant principles to increasing on-task behaviour and work output have been very effective. However, behavioural practitioners in education now require a broader perspective on the interactive social contexts in which teaching and learning take place. This paper reviews a range of intervention strategies in the area of literacy learning which have been devised within this perspective, namely (a) antecedent discussion of context, (b) explicit modelling of competent performance, (c) responsive written feedback, (d) incidental teaching, (e) errors as contexts for learning, (f) Pause, Prompt, Praise, (g) reciprocal learning and peer tutoring. In conclusion, some of the implications for the training of educational professionals are examined.

Type
Research Article
Information
Behaviour Change , Volume 11 , Issue 1: Special Issue: Training in Cognitive and Behavioural Intervention , March 1994 , pp. 27 - 37
Copyright
Copyright © The Author(s) 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baer, D. M., Wolfe, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.Google Scholar
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Becker, W. C., Madsen, C. H. Jnr, Arnold, C. R., & Thomas, D. R. (1967). The contingent use of teacher attention and praise in reading classroom behaviour problems. Journal of Special Education, 1, 287–307.Google Scholar
Bijou, S. W., & Baer, D. M. (1978). Behavior analysis of child development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Canter, L. (1989). Assertive discipline: A response and a rejoinder. Teachers College Record, 90, 631–640.Google Scholar
Charles, H., Glynn, T., & McNaughton, S. (1984). Childcare workers' use of talking up and incidental teaching procedures under standard and self-management staff training packages. Educational Psychology, 4, 199–212.Google Scholar
Clay, M. (1969). Reading errors and self-correction behaviour. British Journal of Educational Psychology, 39, 47–56.CrossRefGoogle Scholar
Dolley, D., & Wheldall, K. (1988). Developing functional language with young children from English-speaking and Punjabi-speaking home background: Incidental teaching and contingent access to materials. Educational Psychology, 8, 101–116.Google Scholar
Dolley, D., Glynn, T., & Wheldall, K. (1989). Increasing pre-schoolers' language use through incidental teaching. New Zealand Journal of Educational Studies, 24(1), 65–76.Google Scholar
Gilroy, A., & Moore, D. W. (1988). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities with ten primary school girls. Educational Psychology, 8, 41–50.Google Scholar
Glynn, T. (1982). Antecedent control of behaviour in educatiohal contexts. Educational Psychology, 2(3), 215–229.Google Scholar
Glynn, T. (1985). Contexts for independent learning. Educational Psychology, 5, 5–15.CrossRefGoogle Scholar
Glynn, T. (1987). Effective learning contexts for exceptional children. In Mitchell, D. R. & Singh, N. N. (Eds.), Exceptional children in New Zealand (pp. 158–167). Palmerston North: Dunmore Press.Google Scholar
Glynn, T., Atvars, K., Furlong, M., Davies, M., Rogers, S., & Teddy, N. (1993). Tatari Tautoko Tauawhi: He awhina tamariki ki te panui pukapuka. Some preliminary findings. Cultural Justice and Ethics Symposium Report, New Zealand Psychological Society, Wellington.Google Scholar
Glynn, T., Fairweather, R., & Donald, S. (1992). Involving parents in improving children's learning at school: Policy issues for behavioural research. Behaviour Change. Special Issue on Behavioural Family Intervention, 9, 178–185.Google Scholar
Glynn, T., & Glynn, V. (1986). Shared reading by Cambodian mothers and children learning English as a second language: Reciprocal gains. The Exceptional Child, 33(3), 159–172.Google Scholar
Glynn, T., & McNaughton, S.S. (1985). The Mangere Home and School Remedial Reading Procedures: Continuing research on their effectiveness. New Zealand Journal of Psychology, 15, 66–77.Google Scholar
Glynn, T., McNaughton, S. S., Robinson, V., & Quinn, M. (1979). Remedial reading at home: Helping you to help your child. Wellington: New Zealand Council for Educational Research.Google Scholar
Glynn, T., Moore, D. W., Gold, M., & Sheldon, L. (1992). Support Teams for Regular Education. Report to Research and Statistics Division, Ministry of Education, Wellington.Google Scholar
Glynn, E. L., Thomas, J. D., & Shee, S. M. (1973). Behavioral self-control of non-task behavior in an elementary class. Journal of Applied Behavior Analysis, 6, 163–171.Google Scholar
Hart, B., & Risley, T. R. (1978). Promoting productive language through incidental teaching. Education and Urban Society, 10, 407–429.Google Scholar
Hart, B., & Risley, T. R. (1980). In-vivo language intervention: Unanticipated general effects. Journal of Applied Behavior Analysis, 13, 407–432.Google Scholar
Hohepa, M., Smith, G. H., Smith, L. T., & McNaughton, S. (1992). Te kohanga reo hei tikanga ako i te reo Maori: Te kohanga reo as a context for language learning. Educational Psychology, 12, 333–346.Google Scholar
Hopman, M., & Glynn, T. (1988). Behavioural approaches to improving written expression. Educational Psychology, 8(1&2), 81–100.Google Scholar
Houghton, S., & Glynn, T. (1993). Peer tutoring of below-average secondary school readers with Pause, Prompt and Praise: Successive introduction of tutoring components. Behaviour Change, 10, 86–92.CrossRefGoogle Scholar
Jerram, H., Glynn, T., & Tuck, B. (1988). Responding to the message: Providing a social context for children learning to write. Educational Psychology, 8, 31–40.Google Scholar
Knott, T., & Moore, D. W. (1988). The effects of an introductory provision of context on the oral reading behaviour of an above average reader. Educational Psychology, 8, 123–126.Google Scholar
Limbrick, E., McNaughton, S. S., & Glynn, T. (1985). Reading gains for underachieving tutors and tutees in a cross-age tutoring program. Journal of Child Psychology and Psychiatry, 26, 939–953.Google Scholar
McNaughton, S. (1988). A history of errors in the analysis of oral reading behaviour. Educational Psychology, 8, 21–30.CrossRefGoogle Scholar
McNaughton, S.S., & Glynn, T. (1981). Delayed versus immediate attention to oral reading errors: Effects on accuracy and self-correction. Educational Psychology, 1, 57–65.Google Scholar
McNaughton, S., Glynn, T., & Robinson, V. (1981). Parents as remedial reading tutors: Issues for home and school. Studies in Education No. 28. Wellington: New Zealand Council for Educational Research.Google Scholar
McNaughton, S., Glynn, T., & Robinson, V. (1987). Pause, prompt and praise: Effective remedial reading tutoring. Birmingham: Positive Products.Google Scholar
Medcalf, J., & Glynn, T. (1987). Assisting teachers to implement peer-tutored remedial reading using Pause, Prompt and Praise procedures. Queensland Journal of Guidance and Counselling, 1, 11–23.Google Scholar
Merrett, F., & Wheldall, K. (1978). Playing the game: A Behavioural approach to classroom management. Educational Review, 30, 391–400.Google Scholar
Merrett, F., & Wheldall, K. (1988). The behavioural approach to teaching with secondary aged children (BATSAC) training package. Birmingham: Positive Products.Google Scholar
Metge, J. (1983). Learning and teaching: He tikanga Maori. Report to Maori & Island Division, New Zealand Department of Education.Google Scholar
Moore, D. W., Glynn, T., & Gold, M. (1993). Support teams in New Zealand schools: A national survey of establishment and practice. International Journal of Disability, Development and Education, 40, 193–203.Google Scholar
Morgan, R., & Lyon, E. (1979). “Paired reading”: A preliminary report on a technique for parental tuition of reading retarded children. Journal of Child Psychology, 20, 151–160.Google Scholar
O'Connor, G., Glynn, T., & Tuck, B. (1987). Contexts for remedial reading: Practice Reading and Pause, Prompt and Praise tutoring. Educational Psychology, 7, 207–223.CrossRefGoogle Scholar
Pere, R. (1983). Ako: Concepts and learning in the Maori tradition. Working Paper No. 17. Department of Sociology, Waikato University.Google Scholar
Pickens, J., & McNaughton, S. (1988). Peer tutoring of comprehension strategies. Educational Psychology, 8, 67–80.Google Scholar
Pluck, M., Ghafari, E., Glynn, T., & McNaughton, S. (1984). Teacher and parent modelling of recreational reading. New Zealand Journal of Educational Studies, 19, 114–123.Google Scholar
Rose, D. J. (1994). The effect of practice on the acquisition and maintenance of teaching skills. Unpublished doctoral thesis, University of Canterbury.Google Scholar
Sanders, M. R., & Dadds, M. R. (1993). Behavioral family intervention. Boston: Allyn & Bacon.Google Scholar
Singh, N. N.. & Singh, J. (1984). Antecedent control of oral reading errors and self-corrections by mentally retarded children. Journal of Applied Behavior Analysis, 17, 111–119.Google Scholar
Tang, H. N., & Moore, D. W. (1992). Effects of cognitive and metacognitive pre-reading activities on the reading comprehension of ESL learners. Educational Psychology, 12, 315–331.Google Scholar
Vargas, J. (1978). A behavioural approach to the teaching of composition. Behavior Analyst, 1, 16–24.Google Scholar
Wahler, R. G., & Fox, J. J. (1981). Setting events in applied behavior analysis: Toward a conceptual and methodological expansion. Journal of Applied Behavior Analysis, 14, 327–338.Google Scholar
Wheldall, K., & Entwistle, J. (1988). Back in the USSR: The effect of teacher modelling of silent reading on pupils' reading behaviour in the primary school classroom. Educational Psychology, 8, 51–66.Google Scholar
Wheldall, K., & Glynn, T. (1989). Effective classroom learning. In the series Theory and Practice of Education. Child, D. (Ed.). Oxford: Basil Blackwell.Google Scholar
Wheldall, K., & Glynn, T. (1988). Contingencies in contexts: A behavioural interactionist perspective in education. Educational Psychology, 8, 5–19.Google Scholar
Wheldall, K., & Glynn, T. (1989). Effective classroom learning. In the series Theory and Practice of Education. Child, D. (Ed.). Oxford: Basil Blackwell.Google Scholar
Wheldall, K., & Merrett, F. (1984). Positive teaching: The behavioural approach. London: Allen & Unwin.Google Scholar
Wheldall, K., & Merrett, F. (1985). The behavioural approach to teaching package for use in primary and middle schools (BATPAK). Birmingham: Positive Products.Google Scholar
Wheldall, K., & Merrett, F. (1987). What is the behavioural approach to teaching? In Hastings, N. & Schwieso, J. (Eds.), New directions in educational psychology: Vol. II. Behaviour and motivation. London: The Falmer Press.Google Scholar
Wheldall, K., & Mettem, P. (1985). Behavioural peer tutoring: Training 16-year-old tutors to employ the “pause, prompt and praise” method with 12-year-old remedial readers. Educational Psychology, 5, 27–44.Google Scholar
Winnett, R. A., & Winkler, R. C. (1972). Current behavior modification in the classroom: Be still, be quiet, be docile. Journal of Applied Behavior Analysis, 5, 499–504.CrossRefGoogle Scholar
Wong, P., & McNaughton, S. (1980). The effects of prior provision of context on the oral reading proficiency of a low progress reader. New Zealand Journal of Educational Studies, 15, 169–175.Google Scholar