Effects of an adapted physical education training package on special education teacher instruction

Laughlin et al. (2019) tested a short training package for special-ed teachers. The package had four parts: instructions, model, practice, and feedback. An adapted-PE coach also gave weekly tips.

Three high-school teachers joined the study. Each taught functional motor skills to teens with mixed disabilities. The researchers filmed classes to score how well teachers prompted and praised students.

After the training, all three teachers doubled their correct prompts. They also gave three times more praise. Gains stayed high for two months with no extra coaching.

Students moved more and made fewer errors during class. One teacher said, 'I finally know when to step in and when to cheer.'

The result lines up with older BST work. Rasing et al. (1992) and Crosbie (1993) showed that staff BST plus feedback lifts student social skills in deaf and language-disabled classes. Laughlin moves the same logic to PE.

Taylor et al. (1993) and Burgess et al. (1986) proved that brief BST packages can teach grown-ups new job skills and keep them. Laughlin repeats the pattern with teachers instead of factory workers or dads.

Ledbetter-Cho et al. (2021) warns that sloppy BST can make kids over-use a safety response. Laughlin answers by showing that tight teacher training prevents just that kind of mistake.

You can copy this package tomorrow. Show a two-minute video of ideal prompting. Let teachers practice with each other while you give praise and fixes. Add one quick consult a week. In four sessions you will see cleaner instruction and happier movement in your classroom. No extra money, no fancy gear—just solid BST.