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<p>The potential progress of the learner is directly tied to the efficacy and efficiency of their instruction. The current study tested the effects of feedback from the Teacher Performance Rate and Accuracy Measure (TPRA) as a training tool with newly hired teacher assistants with no prior teaching experience and its effects on the accuracy of their learn unit (teacher antecedents delivered to students, opportunity for students to emit target behaviors, and teacher delivered consequences) presentations to students. During the baseline, the experimenter modeled the presentation of target programs with a student, then immediately following, observed the trainee’s delivery of instruction of the same program with the same student. During the intervention, the experimenter observed the trainees in situ using the TPRA and provided specific feedback on the trainees’ delivery of instruction. Results showed that 2–14 sessions (with a mean of 5) of the TPRA with feedback were sufficient in bringing the trainees’ instruction to a mastery level of 100% accuracy across a variety of curricular programs with students other than those involved in the intervention. Social validity results revealed high levels of satisfaction and positive experiences from the participants.</p>

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The Teacher Performance Rate and Accuracy Measure as a Teacher Training Intervention

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月5日

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  • Robin Nuzzolo,
  • Lin Du,
  • Susan Buttigieg,
  • R. Douglas Greer,
  • Jessica Pino

摘要

The potential progress of the learner is directly tied to the efficacy and efficiency of their instruction. The current study tested the effects of feedback from the Teacher Performance Rate and Accuracy Measure (TPRA) as a training tool with newly hired teacher assistants with no prior teaching experience and its effects on the accuracy of their learn unit (teacher antecedents delivered to students, opportunity for students to emit target behaviors, and teacher delivered consequences) presentations to students. During the baseline, the experimenter modeled the presentation of target programs with a student, then immediately following, observed the trainee’s delivery of instruction of the same program with the same student. During the intervention, the experimenter observed the trainees in situ using the TPRA and provided specific feedback on the trainees’ delivery of instruction. Results showed that 2–14 sessions (with a mean of 5) of the TPRA with feedback were sufficient in bringing the trainees’ instruction to a mastery level of 100% accuracy across a variety of curricular programs with students other than those involved in the intervention. Social validity results revealed high levels of satisfaction and positive experiences from the participants.