DESCRIPTION AND EFFECTS OF SEQUENTIAL BEHAVIOR PRACTICE IN TEACHER-EDUCATION

This study examined the effects of a sequential behavior feedback prot ocol on the practice-teaching experiences of undergraduate teacher tra inees. The performance competencies of teacher trainees were analyzed using an alternative opportunities for appropriate action measure. Dat a support the added utility of sequential (Sharpe, 1997a, 1997b) behav ior analysis information in systematic observation approaches to teach er education. One field-based under-graduate practicum using sequentia l behavior (i.e.,field systems analysis) principles was monitored. Sum marized are the hey elements of the (a) classroom instruction provided as a precursor to the practice teaching experience, (b) practice teac hing experience, and (c) field systems observation tool used for evalu ation and feedback, including multiple-baseline data (N = 4) to suppor t this approach to teacher education. Results point to (a) the strong relationship between sequential behavior feedback and the positive cha nge in four preservice teachers' day-to-day teaching practices in chal lenging situational contexts, and (b) the relationship between changes in teacher practices and positive changes in the behavioral practices of gymnasium pupils. Sequential behavior feedback was also socially v alidated by the undergraduate participants and Professional Developmen t School teacher supervisors in the study.