THE IMPACT OF CHECKLIST‐BASED TRAINING ON TEACHERS' USE OF THE ZONE DEFENSE SCHEDULE
Open accessAbstract
We assessed the impact of checklist‐based training on teaching teams' use of the zone defense schedule. Three teaching teams (lead teacher plus 2 assistant teachers) in an inclusive early childhood program participated. A multiple baseline design across teams was used to determine whether accurate implementation of the zone defense schedule increased when checklist‐based training was provided. All teaching teams reached the preestablished criterion, implementing a minimum of 80% of checklist items accurately for 3 consecutive observations.
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Many staff in human service agencies often do not acquire the skills that the procedures are intended to train.
“Despite this existing research, many staff in human service agencies often do not acquire the skills that the procedures are intended to train (Casey & McWilliam, 2011;Clark, Cushing, & Kennedy, 2004;Sturmey, 1998).”
From Evidence-Based Staff Training: A Guide for Practitioners (2012) · cites this paper as Casey & McWilliam, 2011
The Results and Discussion section (page not provided) reports that giving teachers information about the zone defense schedule improved performance but was insufficient to meet the 80% criterion; checklist-based feedback brought further improvement. This supports the narrower point that information alone may not produce the intended skills, but the study does not establish that many staff across human service agencies often fail to acquire them. (LLM, conf=0.85)
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References 14 · Cited by 26
Research works printed but not linked: 2
- [9]9. LeLaurin, K., & Risley, T. R. (1972). The organization of daycare environments: ''Zone'' versus ''man-to-man'' staff assignments. Journal of Applied Behavior Analysis, 5, 225-232.
- [11]11. McWilliam, R. A., & Bailey, D. B. (1992). Promoting engagement and mastery. In D. B. Bailey & M. Wolery (Eds.), Teaching infants and preschoolers with disabilities (pp. 229-255). Columbus, OH: Merrill.
- Authors
- Casey, A. M., & McWilliam, R. A.
- Corresponding author
- Casey, Amy M.
- ORCID
- McWilliam, R. A.
- Venue
- Journal of Applied Behavior Analysis
- Publisher
- Wiley
- Published
- 2011-06
- Volume
- 44
- Issue
- 2
- Pages
- 397-401
- ISSN
- 0021-8855 (ISSN-L)
- 1938-3703
- PMC
- PMC3120080
- OpenAlex
- W2091988315
- Semantic Scholar
- 2230396b8ca72d13c14216fb6752e1b000b53094
- Cited by
- 26
- References
- 14
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 4 · 2019: 1 · 2018: 3 · 2017: 2 · 2016: 1 · 2015: 5 · 2013: 2 · 2012: 1
- FWCI
- 1.96
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Applied Behavior Analysis (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Early Childhood Education and Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- teacher teams, teacher professional development, multiple baseline design
- MeSH terms
- Appointments and Schedules, Developmental Disabilities, Child, Preschool, Faculty, Female, Humans, Infant, Inservice Training, Male, Teaching, Checklist
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