Assessing pre-service teachers' training in empirically-validated behavioral instruction practices

Although many behaviorally-based instructional practices have been shown empirically to promote student achievement, it is unknown to what extent teachers receive adequate training in these methods. This study surveyed master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles (e.g., prompting, graphing progress, reinforcement). A total of 110 pre-service teachers participated, representing six different colleges and universities located in the Northeast. Respondents generally reported receiving very little training in behavioral instruction practices and received the least amount of training in academic assessment strategies and instructional programs (e.g., Curriculum-Based Assessment, Direct Instruction). Special education students reported significantly more training in academic assessment than elementary or secondary education students. Implications for school consultation practices, in-service teacher training, and students' academic progress are discussed.