Efficacy of Methods of Training Teachers in Behavior Modification

Seventeen studies were reviewed which addressed the efficacy of specific procedures for training teachers in behavior modification. Didactic training alone was found to be an ineffective method of training, but may be a necessary component when used with others. Some support was found for using role-playing and role-playing combined with modeling, feedback and reinforcement. Methodological issues are discussed, along with directions for future research and program design.