Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Is Practice in a Mixed-Reality Environment Better than Role Play for Promoting Implementation Fidelity of the Constant Time Delay Procedure for Special Education Undergraduates?

  • Melissa E. Hudson, Ph.D. (Author) East Carolina University image/svg+xml
    Dr. Melissa E. Hudson is an Assistant Professor in the College of Education, Department of Special Education, Foundations, and Research at East Carolina University in Greenville, North Carolina. Her research interests include general curriculum access and inclusive education for learners with severe disabilities, and special education teacher preparation. In addition to teaching full-time at ECU, Dr. Hudson is currently working on the leadership team for Project CONVEY, a 5-year, $1.25 million grant from the U.S. Department of Education, Office of Special Education Programs, to collaboratively prepare Special Education, School Psychology, and Speech-Language Pathology graduate students to work together to improve outcomes for learners with significant support needs. Dr. Hudson taught learners with severe disabilities for 10 years in the public schools and is the author of more than 16 publications and nine book chapters on topics related to learners with severe disabilities and teacher preparation.
DOI
https://doi.org/10.64546/jaasep.448
Abstract
Preservice undergraduates should acquire many skills in their teacher preparation program that support them as future effective teachers. For special education preservice teachers, one of these important skills is teaching with the constant time delay procedure, an evidence-based practice for teaching learners with moderate or severe disabilities. In this study, participants first learned to use the constant time delay procedure in class and then practiced the procedure either with an avatar in a mixed-reality environment (experimental group) or with a peer in a classroom role play activity (control group). Participants then used the procedure to teach vocabulary words to a learner. A pre-experimental group design was used to compare the fidelity of implementation of the procedure for both groups. A paired t-test compared the number of correct constant time delay trials implemented for participants in both groups and found no significant difference between types of experience (mixed-reality or role play) and correct use of the procedure. Implications for practice include a discussion of what additional instructional supports preservice undergraduates might need to implement the constant time delay procedure with fidelity.
Keywords
Computer Simulation, Fidelity, Intervals, Preservice Teachers, Program Implementation, Role Playing
References

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There are 19 references in total.
How to Cite
Hudson, M. E. (2021). Is Practice in a Mixed-Reality Environment Better than Role Play for Promoting Implementation Fidelity of the Constant Time Delay Procedure for Special Education Undergraduates?. Journal of the American Academy of Special Education Professionals, 16(1), 59-72. https://doi.org/10.64546/jaasep.448

Winter 2021

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  • Article Type Articles
  • Submitted January 14, 2021
  • Published February 15, 2021
  • Issue Winter 2021
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