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<p>The current study examined the effect of targeted professional development (PD) using Behavioral Skills Training (BST) on teacher fidelity in implementing a visual schedule for students with disabilities in general education classrooms. A single-case non-concurrent multiple-baseline design across participants was used to evaluate changes in implementation fidelity following a structured PD intervention. Participants included three general education teachers from the same public middle school, each supporting a student with an existing BIP. Results demonstrated functional relationships between the intervention and improvements in BIP implementation fidelity across participants. Participants showed increased accuracy in applying behavior strategies during the intervention phase that was also linked to improved student outcomes. The participants found the training beneficial and feasible for the general education setting. These findings further support the use of PD with performance feedback to enhance BIP implementation in general education classrooms. Implications include the potential for improved student behavioral outcomes and the need for systemic supports to sustain high-fidelity practices.</p>

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Effect of Behavioral Skills Training on Middle School General Educator Implementation of Visual Schedules

  • 期刊论文

  • 发表日期：

    2026年4月15日

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  • Ariadna K. M. Ramirez,
  • Nelson Brunsting,
  • Matthew K. Burns,
  • Kate M. Sadler

摘要

The current study examined the effect of targeted professional development (PD) using Behavioral Skills Training (BST) on teacher fidelity in implementing a visual schedule for students with disabilities in general education classrooms. A single-case non-concurrent multiple-baseline design across participants was used to evaluate changes in implementation fidelity following a structured PD intervention. Participants included three general education teachers from the same public middle school, each supporting a student with an existing BIP. Results demonstrated functional relationships between the intervention and improvements in BIP implementation fidelity across participants. Participants showed increased accuracy in applying behavior strategies during the intervention phase that was also linked to improved student outcomes. The participants found the training beneficial and feasible for the general education setting. These findings further support the use of PD with performance feedback to enhance BIP implementation in general education classrooms. Implications include the potential for improved student behavioral outcomes and the need for systemic supports to sustain high-fidelity practices.