Three undergraduate students (trainees) were observed and trained through a two-way audio-video telecommunications system to use prescribed teaching tactics with preschool-aged handicapped children in a trial-by-trial teaching format. A multiple baseline across subjects design was used to assess the effects of graphed performance feedback procedures on the acquisition of several teaching tactics. Results suggested that televised graphic feedback alone was insufficient to produce desired changes in teacher behavior, but televised graphic feedback plus televised verbal explanation of graphed behavior categories did produce such changes. The implications and efficacy of indirect, remote means of conducting teacher training are discussed.
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