ABSTRACT

This study examined the effects of a video self-monitoring procedure on the accuracy of discrete trial teaching (DTT) by pre-service special education teachers. A multiple baseline design across participants was used with three individuals who had no prior DTT experience. During baseline, participants received written instructions on DTT procedures. In the intervention phase, participants’ teaching sessions were recorded, and they used the Discrete Trial Teaching Evaluation Form to assess performance after each session. The intervention continued until they reached 90% accuracy for three consecutive sessions. A follow-up three weeks later evaluated maintenance. All participants met the performance criterion and maintained accuracy, suggesting that video self-monitoring effectively improves both procedural understanding and instructional implementation. As it does not require ongoing expert support, this strategy is practical for teacher training programs. The study highlights the need for future research on generalization and long-term effects.

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