An Analysis of Behavioural Supervision for Teaching Systematic Instruction Skills to Preservice Teachers in Practicum Settings

This investigation compared the effectiveness of immediate and delayed supervision on the acquisition of systematic instruction skills by four preservice teachers who were receiving their first practicum in classes for students with severe disabilities. Behaviours targeted for intervention were the appropriate use of: positive consequences, and systems of instructional prompts. All supervision procedures were administered by a university supervisor. Results indicated that immediate feedback was more effective for all four participants. Participants also maintained the skills at or near criterion responding for up to four weeks following the removal of supervision.