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<p>Noncompliance with teacher instructions is a common challenging childhood behavior reported by many early childhood teachers. Fortunately, strategies like Effective Instruction Delivery (EID) can improve compliance. However, many early childhood teachers have limited access to behavior consultation when seeking support to address childhood behavior concerns. To overcome these barriers, technology may be a promising avenue to support teachers’ use of classroom management strategies. There is limited research evaluating novel technology methods like video reels, which are widely accessible to nearly three-quarters of Americans. Using a multiple baseline design, we evaluated a novel implementation support, emailed video modeling (VM) reels (created in the TikTok™ application) on three early childhood teachers’ use of EID with a target child and with two forms of generalization outcomes (i.e., activity, other children). Overall, results suggest that teachers’ use of EID increased following the delivery of emailed VM reels across targeted and generalization outcomes. Implications for research and practice are discussed for the consideration of emailed VM reels as an implementation support to virtually support teachers in an effective, feasible, and non-intrusive manner.</p>

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Short Clips, Big Impacts: Enhancing Preschool Teachers’ Effective Instruction Delivery with Video Modeling Reels

  • 期刊论文

  • 发表日期：

    2025年2月1日

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  • Emily R. DeFouw,
  • Zachary C. LaBrot,
  • Brittany D. Garza,
  • Chelsea Johnson,
  • Terreca Cato,
  • Kayla McVay,
  • Amarah Sweaks

摘要

Noncompliance with teacher instructions is a common challenging childhood behavior reported by many early childhood teachers. Fortunately, strategies like Effective Instruction Delivery (EID) can improve compliance. However, many early childhood teachers have limited access to behavior consultation when seeking support to address childhood behavior concerns. To overcome these barriers, technology may be a promising avenue to support teachers’ use of classroom management strategies. There is limited research evaluating novel technology methods like video reels, which are widely accessible to nearly three-quarters of Americans. Using a multiple baseline design, we evaluated a novel implementation support, emailed video modeling (VM) reels (created in the TikTok™ application) on three early childhood teachers’ use of EID with a target child and with two forms of generalization outcomes (i.e., activity, other children). Overall, results suggest that teachers’ use of EID increased following the delivery of emailed VM reels across targeted and generalization outcomes. Implications for research and practice are discussed for the consideration of emailed VM reels as an implementation support to virtually support teachers in an effective, feasible, and non-intrusive manner.