Abstract
Learners with autism spectrum disorder (ASD) and other disabilities should have access to the general education curriculum with their typically developing peers. Common barriers to inclusion can be addressed, in part, through effective in-service training on evidence-based practices (EBP). The purpose of this research was to assess the effects of distance education webinars and video-based performance feedback through Behavior Imaging™ technology on the acquisition of general education teachers’ use of two evidence-based practices, behavior-specific praise, and prompting, in rural classrooms. The Behavior Imaging™ technology allowed the general education teachers to self-video record instructional sessions in the classroom through iPads. The resulting videos were uploaded to a secure server where the researcher viewed the taped sequences, tagged examples and non-examples, and wrote corresponding corrective feedback. This was the first known study to use the Behavior Imaging™ technology for teacher preparation in an applied setting. In a multiple element, multiple baseline design across behaviors (praise and prompting) with three general education classroom teachers, results showed that the training webinars had little effect on teacher behavior, but video-based feedback produced increases in the correct use of praise and prompting when associated with a systematic instructional sequence (call for a response, pause, prompt, child response, praise or correct). Negative comments decreased to near zero levels across participants as they increased their correct use of behavior-specific praise and prompting. The participants in the study stated that the technology was easy to use, that their participation was worth their time, it changed their teaching practice, benefited all students, and fostered a more positive classroom environment.