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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
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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

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References

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