Multicomponent Training of Teachers of Students With Severe Disabilities

Source: Teacher Education and Special Education, 37(4), November 2014, p. 347-362

Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms.

Multicomponent training (MCT) strategies utilizing didactic presentations, followed by coaching with role-play and specific performance feedback, offer a useful strategy for training teachers of students with severe disabilities in the evidence-based practices of their field.

This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based Multicomponent training (MCT) strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP).
The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process.