Journal of Behavioral Education

[Link]

ORIGINAL PAPER

Short Clips, Big Impacts: Enhancing Preschool Teachers’

Effective Instruction Delivery with Video Modeling Reels

Emily R. DeFouw1 · Zachary C. LaBrot1 · Brittany D. Garza1 ·

Chelsea Johnson1 · Terreca Cato1 · Kayla McVay1 · Amarah Sweaks1

Accepted: 17 January 2025

© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature
2025

Abstract
Noncompliance with teacher instructions is a common challenging childhood behav-
ior reported by many early childhood teachers. Fortunately, strategies like Effective
Instruction Delivery (EID) can improve compliance. However, many early child-
hood teachers have limited access to behavior consultation when seeking support to
address childhood behavior concerns. To overcome these barriers, technology may
be a promising avenue to support teachers’ use of classroom management strate-
gies. There is limited research evaluating novel technology methods like video reels,
which are widely accessible to nearly three-quarters of Americans. Using a multi-
ple baseline design, we evaluated a novel implementation support, emailed video
modeling (VM) reels (created in the TikTok™ application) on three early childhood
teachers’ use of EID with a target child and with two forms of generalization out-
comes (i.e., activity, other children). Overall, results suggest that teachers’ use of
EID increased following the delivery of emailed VM reels across targeted and gen-
eralization outcomes. Implications for research and practice are discussed for the
consideration of emailed VM reels as an implementation support to virtually sup-
port teachers in an effective, feasible, and non-intrusive manner.

Keywords Effective instruction delivery · Early childhood · Implementation

supports

* Emily R. DeFouw
[Link]@[Link]
1
Department of School Psychology, University of Southern Mississippi, 118 College Drive
#5025, Hattiesburg, MS 39406‑0002, USA

Vol.:(0123456789)
 Journal of Behavioral Education

Introduction

Participation in early childhood education programs is highly beneficial for pro-

moting young children’s social-emotional, behavioral, and academic development
(Love, 2010; Weiland & Yoshikawa, 2013). However, early childhood teachers
report significant difficulties managing young children’s challenging behaviors,
with noncompliance with instructions being the most common challenging behavior
encountered (Kalb & Loeber, 2003; Lipschultz & Wilder, 2017). If left unaddressed,
persistent displays of challenging behaviors can lead to a variety of mental and
behavioral health concerns (Lavigne et al., 2009; Wichstrom et al., 2012). Therefore,
early childhood teachers must incorporate effective classroom management strate-
gies in day-to-day interactions to prevent young children’s display of challenging
behaviors.
Simple, yet effective classroom management practices such as precorrections
(Ennis et al., 2017), behavior-specific praise (Royer et al., 2019), and effective
instruction delivery (EID; Radley & Dart, 2016) are highly effective for promot-
ing young children’s compliance, prosocial competence, and reducing challenging
behaviors. EID, however, may be particularly beneficial for promoting compliance
with teachers’ requests. EID involves gaining a child’s attention, delivering clear and
descriptive instructions in close proximity to the child, waiting for children to initi-
ate and complete instructions, and providing behavior-specific praise for instruction
completion (LaBrot et al., 2018). Collectively, these components of EID help min-
imize distractions, decrease ambiguity in instructions, and program positive rein-
forcement for instruction completion (LaBrot et al., 2022a). Despite their simplicity,
early childhood teachers often require support in the implementation of classroom
management strategies (Reinke et al., 2011; Snell et al., 2012).

Effective and Feasible Implementation Supports

When experiencing difficulties with children’s challenging behaviors, teachers may

seek assistance from consultants with expertise in behavior, development, and edu-
cational systems. Consultants, in turn, often recommend the use of teacher-delivered
classroom management strategies (Collier-Meek et al., 2017). However, teachers
often struggle in the delivery of classroom management practices due to barriers
such as attending to several classroom responsibilities, stress, inconsistent reinforce-
ment history with intervention delivery, and inadequate training (Collier-Meek et al.,
2017; Sanetti & Kratochwill, 2009; Snell et al., 2012). When this occurs, consult-
ants can utilize various implementation supports to promote early childhood teach-
ers’ consistent use of classroom management practices.
Research supports the effectiveness of several different implementation supports
for improving early childhood teachers’ classroom management, such as perfor-
mance feedback (Cavanaugh, 2013) and coaching during ongoing classroom activi-
ties (Brock & Beaman-Diglia, 2018; LaBrot et al., 2016, 2021). However, these
implementation supports often require a great deal of time, resources, and consultant
Journal of Behavioral Education

availability. This is problematic, as early childhood education programs traditionally

have less access to mental and behavioral consultation supports (Grace et al., 2006;
National Center for Education Statistics [NCES], 2020). As such, research examin-
ing implementation supports for early childhood education programs that are feasi-
ble, efficient, sustainable, and effective is needed.

Electronic Implementation Support for Early Childhood Teachers

Due to widespread access to technology, the use of electronics (e.g., computers,

smartphones) may serve as a viable and effective way for consultants to deliver
implementation support. Electronic implementation supports are feasible, efficient,
and sustainable as they can be delivered automatically and remotely and may allow
consultants to serve multiple teachers at once. Furthermore, research has begun to
demonstrate the effectiveness of electronic implementation supports. For instance,
research examining emailed performance feedback has found that it is effective
for improving early childhood teachers’ use of classroom management techniques
(Barton et al., 2013, 2016, 2020). Although promising, barriers to implementing
performance feedback such as time to monitor teacher performance (Fallon et al.,
2018a) and discomfort in providing feedback to colleagues (Sanetti et al., 2013,
2014) impact the sustainability of performance feedback, even when delivered elec-
tronically. To address these limitations, research has examined the effectiveness of
emailed prompts, which can be sent automatically at specific times and days, allow-
ing for flexibility and sustainability in delivery, for teachers’ classroom manage-
ment skills. For example, following the delivery of emailed prompts, three preschool
teachers’ rates of behavior-specific praise increased, maintained over time, and gen-
eralized to novel settings (LaBrot et al., 2023b). Further, Johnson et al. (2024) tar-
geted three preschool teachers’ use of EID using emailed prompts and found that
teachers improved their use of EID, with results maintaining and generalizing to
novel children.
Collectively, these studies demonstrate the effectiveness and sustainability of
electronically delivered implementation supports in early childhood education set-
tings. However, instructions and feedback alone may not be sufficient for teachers
who need more context to understand how to implement various classroom man-
agement strategies (e.g., Fallon et al., 2018a). When more context is needed, video
modeling (VM) may be a viable alternative. VM involves showing a pre-recorded
video of a target skill and its steps that a learner is expected to imitate (McCoy &
Hermansen, 2007). VM has been used to effectively train clinicians and staff in vari-
ous clinical skills (e.g., Lipschultz et al., 2015; Preas et al., 2023; Vladescu et al.,
2012). However, there are limited experimental studies examining the effects of
VM on educators’ classroom management skills (Brock et al., 2018). For example,
Singer et al. (1986) utilized VM implemented via a computer program to improve
a paraprofessional’s intervention data collection and prompting for a student with
multiple disabilities. Catania et al. (2009) found that VM was effective in improv-
ing three private school staffs’ fidelity of discrete trial instruction. Finally, Brock
et al. (2018) evaluated the effects of VM and coaching on teaching three special
 Journal of Behavioral Education

education teachers to implement a constant time delay procedure, with results indi-
cating improvement in constant time delay for all teachers.
Although these studies provide some evidence for the effectiveness of VM with
educators, the literature base is severely limited. Additional replications of the
effects of VM across different contexts (e.g., early childhood education settings),
people (e.g., early childhood teachers), and skills (e.g., classroom management) are
needed to fully understand the impact of VM can have with educators. Furthermore,
given the limited access early childhood education programs have to mental and
behavioral health consultation, VM could be delivered in such a manner that it can
be delivered feasibly and equitably, while still retaining its effectiveness.
Utilizing social media may be a possible solution to feasibly, effectively, and equi-
tably deliver VM especially since nearly three-quarters of Americans actively use
one or more social media outlets (Pew Research Center, 2021), which can be eas-
ily accessed by smartphones, tablets, and computers. Given the rise of social media
over the past two decades and the impact of COVID-19, there has been a recent
interest in using social media via platforms like TikTok™, Facebook™, YouTube™
to teach college students (Conde-Caballero et al., 2023; Radin & Light, 2022). Par-
ticularly using TikToks in higher education resulted in higher levels of satisfaction
and engagement (Conde-Cabellero et al., 2023), and learning of new content (Radin
& Light, 2022). Further, given the widespread availability, social media platforms
could serve as a possible training tool for educators. Specifically, TikToks or VM
reels may be a possible implementation supports that can be easily delivered to early
childhood teachers. Unfortunately, social media sites (e.g., TikTok™, Facebook™,
YouTube™) are often sources of inaccurate and unhelpful mental and behavioral
health information that mislead the public (Aragon-Guevara et al., 2023; Yeung
et al., 2022). Therefore, if social media is to be used as a mechanism to deliver
implementation supports to help early childhood teachers deliver critical classroom
management skills, empirically and experimentally based research guiding this
approach is needed.

The Importance of Teachers’ Generalization of Classroom Management Strategies

Generalization is the extent to which a behavior occurs under different conditions

from those in which a behavior was taught. The success of behavioral interventions
has long been based on whether a learner generalizes behavior across time, settings,
other behaviors, or people (Cooper et al., 2019; Stokes & Baer, 1977). Similarly, the
success of implementation supports delivered in the context of consultation can be
determined by whether teachers generalize their use of classroom management prac-
tices over the school year (i.e., time), across different activities (i.e., settings), use
of other classroom management techniques (i.e., behaviors), and with children who
were not initially targeted through consultation (i.e., people).
Generalization of classroom management strategies is becoming increasingly rec-
ognized as a critical form of data collection to determine whether consultation is
allowing early childhood teachers to meet children’s social-emotional, behavioral,
and academic needs (Smith et al., 2022). Generalization of classroom management
Journal of Behavioral Education

strategies offers support for both the effectiveness and efficiency of consultation.
Furthermore, the generalization of effective classroom management strategies is an
issue of equity, as the generalization of skills allows for current and future children to
receive these critical supports when they may not have otherwise had access. Unfor-
tunately, there are limited experimentally sound early childhood education consulta-
tion studies that collect data on teachers’ generalized outcomes (Smith et al., 2022).
Because early childhood education programs already have limited access to mental
and behavioral health consultation (Grace et al., 2006; National Center for Educa-
tion Statistics [NCES], 2020), the collection of generalization data is imperative to
determine whether consultation that is received is effective, efficient, and equitable.

Purpose of Study

Early childhood teachers often require implementation support to promote the con-
sistent and effective delivery of classroom management strategies. However, given
their limited access to mental and behavioral consultation, effective, feasible, and
sustainable implementation supports are needed. The purpose of this study was to
examine the effectiveness and efficiency of a novel implementation support, emailed
VM reels (created in the TikTok™ application), delivered within a multitiered con-
sultation model on early childhood teachers’ use of EID. Additionally, this study
sought to expand the consultation and implementation support literature in early
childhood education settings by collecting two forms of teachers’ generalized out-
comes. The following research questions were addressed:

1. Is there a functional relation between emailed VM reels and teachers’ EID accu-
racy with a target child in a target activity?
2. Is there a functional relation between emailed VM reels on teachers’ EID accuracy
with a target child in a generalization (novel) activity?
3. Is there a functional relation between emailed VM reels on teachers’ EID accuracy
with a generalization (novel) child in a target activity?
4. Do teachers rate emailed VM reels and EID as a classroom management strategy
as socially valid?

Method

Participants and Setting

After receiving university Institutional Review Board approval, participants were

recruited for the study. Participants included one public school pre-kindergarten
(PK) teacher and two Head Start teachers. The public elementary school had a
total of 498 children in grades k-8, with student demographics being 57% White,
10.64% multiracial, 29.52% Black/African American, and 2.81% Hispanic/Latine.
The PK classroom contained 20 children between the ages of 4 and 5 years old
with a lead and assistant teacher. The Head Start agency served a total of 483
 Journal of Behavioral Education

young children, with demographics being 85% Black, 7% White, 5% Latine, and
4% multi-racial. Each Head Start classroom contained 15 to 20 children between
the ages of 3 and 5 years old with two teachers (lead and assistant). Both sites
were located in a midsized city in the southeastern U.S.
Brandy (pseudonyms used throughout), the PK teacher, was a 29-year-old
White female with a bachelor’s degree in child and family science and child
development and two years of teaching experience. Jennifer (Head Start teacher)
was a 30-year-old African American female with a bachelor’s degree in early
childhood education and 5–6 years of teaching experience. Shonda (Head Start
teacher) was a 52-year-old African American female with a master’s degree in
early childhood education and 16 years of experience. All three participants were
referred to behavioral consultants in the respective schools to learn strategies
to improve child compliance and classroom management. None of the teachers
received previous behavioral consultation support prior to initiating this study.
Each teacher and respective center director provided informed and written con-
sent to participate in the study training and to have data used for research pur-
poses. Specifically, each teacher was referred due to a target child with low levels
of compliance with adult instructions that was the focus of training. Ms. Brandy’s
target child was a 4-year-old White male, Ms. Jennifer’s target child was a 3-year-
old Black male, and Ms. Shonda’s target child was a 4-year-old Black male. Each
target child was nominated by their teacher for chronic difficulties with follow-
ing teachers’ instructions. The children observed for generalization purposes
were chosen at random and did not have a presenting concern as reported by their
respective teachers. None of the children had a diagnosed disability or special
education ruling. Child data (target or generalization) could not be collected and
reported as the purpose of this consultation was to improve teachers’ classroom
management skills, so we did not have explicit permission to use children’s data
for study purposes.
Target and generalization activity procedures were identified in consultation with
each teacher, in which they selected two activities/times of day in which teachers
needed the most help in improving children’s compliance with instructions. Bran-
dy’s target and generalization activities included circle time and center time activi-
ties, respectively. Circle time consisted of a teacher providing group instruction
on various subjects (e.g., days of the week, colors, shapes, etc.) and children were
expected to sit on a rug, orient toward the teacher, and engage in designated learning
activities. Center time consisted of various structured activities (e.g., tracing letters,
housekeeping, dress up) and children were expected to rotate through activities with
permission, keep hands and feet to self, stay in the designated area, and maintain the
designated area (i.e., put objects back where they belong). Jennifer’s target and gen-
eralization activities included breakfast and transition to lunch, respectively. Break-
fast consisted of children sitting at tables and eating breakfast foods and children
were expected to sit in their chairs, appropriately engaging with utensils for eating,
keeping hands and feet to self, and requesting permission to leave seats. Transition
to lunch consisted of getting up from chairs, lining up, entering the bathroom, wash-
ing hands, and standing in line. Further, children were expected to walk quietly to
the bathroom, wait for their turn, keep hands and feet to self, and wash hands when
Journal of Behavioral Education

instructed by the teacher. Shonda’s target and generalization activities included cir-
cle time and transition to lunch, respectively.
Behavioral consultants for this study included three graduate students enrolled in
a doctoral school psychology program with previous training in behavior manage-
ment and consultation. Behavioral consultants included a 33-year-old White female
in her first year of graduate education, a 25-year-old Black female in her fourth year
of graduate education, and a 34-year-old Black female in her fourth year of graduate
education.

Materials

Usage Rating Profile‑Intervention Revised (URP‑IR)

A modified URP-IR (Briesch et al., 2013) was used to assess the social validity of
EID as a behavior intervention strategy. The URP-IR consists of 29 items rated on
a 6-point Likert scale ranging from 1 (strongly disagree) to 6 (strongly agree) to
assess acceptability, understandability, and feasibility (Briesch et al., 2013). Previ-
ous research indicates the URP-IR has high internal consistency for each subscale,
with alpha coefficients ranging from 0.85 to 0.96 (Briesch et al., 2013). Modifica-
tions included altering words for the intervention such as “EID” and additional ques-
tions were added to assess teacher acceptability of e-mail prompts, TikTok™ video
models, and performance feedback.

Dependent Measures and Data Collection Procedures

Effective Instruction Delivery (EID) Accuracy

The primary dependent variable was the percentage of EID steps completed accu-
rately by the teacher participants. Seven EID components were coded per instruc-
tion: (1) the teacher was in close proximity to the child (3–5 feet); (2) the teacher
gained the child’s attention (i.e., “look at me”); (3) the teacher provided praise for
contingent on the child looking/orienting toward teacher; (4) the teacher provided
a directive (was not coded if instruction followed “let’s” or a question); (5) the
directive was descriptive (i.e., use of an adjective to describe objects or adverb for
action); (6) the teacher waited 5 s for the child to initiate the instruction; and (7) the
teacher provided behavior-specific praise for instruction completion (LaBrot et al.,
2022a). Errors of commission (i.e., added additional components) were not coded.
Steps were only included if they were applicable when calculating the EID percent-
age of adherence (e.g., the child was already looking at the teacher when the direc-
tive was delivered) (O’Handley et al., 2022). EID was reported as the percentage of
EID components the teacher implemented accurately by dividing the number of EID
components implemented by the total number of components and multiplying by
100. Each instruction served as a single data point.
All data collection occurred during ongoing classroom activities, in which
observers entered the room quietly, allowed time for children to habituate to their
 Journal of Behavioral Education

presence, and sat in unobtrusive locations in the classroom. To gather data, observ-
ers provided instruction prompts to teachers (i.e., consultants indicated when teach-
ers should provide an instruction to a child), which involved an observer telling the
teacher to deliver a natural instruction (e.g., “put the toy back,” “put the fork on your
tray,” and “sit with legs crisscrossed and hands on lap”). These prompts included
head nods, a small point, or a thumbs up. Instruction prompts were delivered dis-
creetly and one at a time to ensure that observers were coding the same instruction.
Data were collected between three and five days a week, with one to nine data points
collected per day (depending on phase need), across all study phases. Generalization
activity and child data points were collected on randomly selected days and with
randomly selected children, with one to five data points collected per day, with a
criterion of at least three of each form of generalization data collected per phase.
Behavioral consultants randomly selected a generalization child in the classroom
(i.e., randomly pulled a name from a roster) upon entering the classroom for data
collection. Data collection for the generalization activity was focused on a teacher’s
EID use with a target child during the generalization activity, while data collection
for the generalization children focused on the teacher’s EID use with the novel child
during the target activity. Data collectors consisted of two first-year doctoral school
psychology students who were trained to a 90% agreement criterion in practice
observations with randomly selected teachers and children in the same participating
classrooms.

Social Validity

Social validity forms were provided to the teachers immediately following the last
day of observations. The URP-IR form was printed and filled out with paper and
pen. The teachers were instructed on how to fill out these forms and were asked to
turn in the completed scales.

Experimental Design, Phase Change Decisions, and Data Analysis

A concurrent multiple baseline across participants design was utilized to evaluate

the effectiveness of emailed VM reels on teachers’ EID accuracy with target chil-
dren and activities and generalization children and activities. This design included
the following phases: (1) baseline, (2) emailed VM reels, (3) emailed performance
feedback (Brandy), and (4) maintenance. Baseline phases for each teacher included
a predetermined minimum of 5, 7, and 9 data points. During baseline, low levels
of EID accuracy that also met the criteria for the minimum number of data points
resulted in a phase change to VM reels. Teachers transitioned from VM reels to
maintenance if there were no more than three nonconsecutive data points below 80%
(Johnson et al., 2024; LaBrot et al., 2022a). If a teacher’s EID fidelity in the tar-
get activity with the target child fell below 80% three times, they transitioned to a
performance feedback phase (LaBrot et al., 2022a). Further, phase changes did not
occur until at least three generalization probes for both generalization children and
activities were collected.
Journal of Behavioral Education

Data were analyzed visually for level, trend, variability, immediacy of behav-
ior change, data overlap, and magnitude of behavior change (Horner et al., 2005).
Descriptive statistics (i.e., means, standard deviations) and effect sizes were calcu-
lated to supplement visual analysis. Additionally, Baseline Corrected Tau (BC Tau;
Tarlow, 2017) was calculated. This effect size evaluates nonoverlap across phases
and corrects for undesirable baseline paths and are categorized as small (0–0.20),
moderate (0.20–0.60), large (0.60–0.80), and very large (above 0.80; Vannest &
Ninci, 2015). BC Tau was calculated with an online calculator (Pustejovsky et al.,
2023) by comparing baseline data to all other phases, with individual effects sizes
calculated for target child/activities, generalization children, and generalization
activities.
This study meets the evidence standards for single case design as outlined by
What Works Clearinghouse (WWC, 2022). As such, (1) data are provided in a
graphical format, (2) the independent variable was systematically manipulated by
the lead researcher(s) and the primary DV was utilized in determining phase change
decisions, (3) the dependent variable was measured by more than one observer for
more than 20% of data points, (4) no residual effects were detected, (5) there were
three attempts to demonstrate effectiveness of VM reels, and (6) there were six
phases with at least five data points. Additionally, as indicated for multiple base-
line designs, minimum baseline lengths were at least six total data points in the first
panel (i.e., 13 in the first panel inclusive of generalization data; WWC, 2022).

Procedures

Baseline

During baseline, an observer met with each teacher during ongoing classroom activ-
ities to collect data on EID components. Teachers were prompted to deliver instruc-
tions during ongoing classroom activities. No instruction or performance feedback
on teachers’ EID delivery was provided during baseline.

Emailed Video Model Reels

Following the baseline phase, a behavioral consultant met with each teacher to
describe emailed VM reels procedures. Consultants explained that teachers would
receive daily emails with a linked VM reel on EID implementation. The consult-
ants explained the specific purpose of the VM reels were to improve EID use with
the referred target children to increase the target children’s compliance with teacher
instructions. The behavior consultants then asked teachers for their email addresses
and identified a time that the teacher preferred to receive the VM reels. Finally,
behavioral consultants informed teachers they would begin receiving emails with
VM reels the next school day.
Emails were tracked with the use of an integrated Outlook software, Boomerang
(Johnson et al., 2024; LaBrot et al., 2023b). Viewed emails were tracked and a read
receipt was sent to the lead researcher. If a read receipt was not sent, the teacher
 Journal of Behavioral Education

was prompted to respond to the email and indicate it had been received and viewed.
On three occasions, the internet in the school building was out which resulted in
Brandy’s read receipts not being processed by the Boomerang app; on these days,
she simply verbally indicated that she viewed the emails on her mobile device. Other
than that, all emails were opened the same day as they were sent and were viewed
before the chosen observation time. All three teachers either indicated the email was
read verbally, by replying, or a read receipt was received 100% of the time. Confir-
mation was not obtained regarding the educators viewing of the videos. However,
each teacher indicated that the video was watched prior to conducting an observa-
tion. The VM reels were sent as attachments via these emails. See below for the
written content of each email:
Good morning, (TEACHER’S NAME),
One way to help (CHILD’S NAME) follow instructions is to use effective
instruction delivery (EID). EID should be used when it is important for chil-
dren to follow instructions quickly (e.g., 5-10 seconds). Please watch the video
attached to this e-mail with specific directions for using EID.
There were three VM reels utilized for this study, each one containing a different
instruction delivered via EID in three different settings to provide multiple exem-
plars of EID use across different activities/settings. Each VM reel was created with
the TikTok™ app. VM reels included two of the behavioral consultants playing the
role of a preschool teacher and child. Each setting in the video model contained
objects and materials that would be found in a preschool classroom. Video models
ranged from 10 to 28 s in length. Each video model also included text overlays that
listed each of the seven steps of EID while the EID models were simultaneously
delivered. The first video model was in a classroom setting that included desks and
chairs and involved the teacher instructing the child to write their name on a piece
of paper. The second video model was also in a classroom that included desks and
chairs and involved the teacher instructing the child to sit in their chair. The final
video model was in an open space to simulate a play area and included various toys
(e.g., counting bears, blocks, fidgets, balls) and one small table and involved the
teacher instructing the child to put toys back in their container. Video models were
emailed in a predictable chronological pattern, such that the first was emailed first,
then the second, and then the third. After this, the first video model was then sent
again, and so on; this continued until teachers reached the maintenance phase.

Emailed Performance Feedback

Brandy was the only teacher who required emailed performance feedback. Emailed
performance feedback was sent at the same time as emailed VM reels, in which
feedback for a previous observation was delivered on the day that data collection
occurred. Like VM reels, emailed performance feedback was tracked via the Boo-
merang application. Each performance feedback email included a VM reel sent in
the same order as described above. Additionally, each email included descriptive
acknowledgment and praise for EID steps that were consistently implemented cor-
rectly (i.e., across all observed instructions). Corrective feedback was delivered for
Journal of Behavioral Education

EID components implemented incorrectly or not implemented if Brandy missed

even one step across the observed instructions. Finally, there was a request to review
the attached VM reel at the end of the performance feedback email. See below for an
example of a performance feedback email:
Good morning (TEACHER NAME),
You are doing a great job implementing the following steps of EID to improve
[CHILD’S NAME] instruction-following, keep it up!
•Gaining his attention by stating his name or asking him to look at you &
praising him when he did look at you
•Ensuring close proximity to [CHILD NAME].
•Stating your direction as a statement rather than a question; (e.g., "Put your
shoe on please.")
•Being descriptive in your direction
•Waiting at least 5 s for him to get started with the direction
•Praising as soon as he complied with your direction
•Continue to make sure and get these steps next time:
•Ensuring you’re in close proximity to [CHILDNAME] when providing the
direction. For example, before stating the direction, you can move closer to
[CHILD NAME] or ask [CHILD NAME] to move closer to you.
Now that you’ve read the feedback, please watch the video attached for an
example.

Maintenance

The maintenance phase started on the first school day immediately following the last
day a teacher received a VM reel (Jennifer and Shonda), or the last day emailed per-
formance feedback (Brandy) was received. The maintenance phase was conducted
in the same manner as baseline (i.e., no instructions, modeling, or performance feed-
back was delivered on teachers’ EID delivery).

Interobserver Agreement and Procedural Integrity

Interobserver agreement (IOA) data were collected for target children, generaliza-
tion children, and generalization activity data. An exact agreement method was uti-
lized, and each observer’s score for each EID step was compared. If both observers
scored each step the same (i.e., indicated the step occurred versus did not occur), an
agreement was coded. IOA was calculated by adding up the total number of agree-
ments and dividing them by the total number of agreements plus disagreements and
multiplying by 100. For target child /activities, IOA data were collected for 42.86%,
66.67%, and 45.83% across phases with means of 97.2% (range: 86%–100%), 100%,
and 96.86% (range: 85.71%–100%) for Brandy, Jennifer, and Shonda, respectively.
For generalization activities, IOA data were collected for 38.46%, 100%, and 75%
across phases with means of 100%, 97.78% (range: 80%–100%), and 95.24% (range:
85.71%–100%) for Brandy, Jennifer, and Shonda, respectively. Finally, for generali-
zation children, IOA data were collected for 50%, 33.33%, and 30% across phases
 Journal of Behavioral Education

with means of 97.67 (range: 86%-100%), 100%, and 100% for Brandy, Jennifer, and
Shonda, respectively.
Procedural integrity data were collected for 100% of relevant sessions for each
phase using a checklist. Procedural integrity of baseline observations included
the following steps: (1) the observer(s) remained in an unobtrusive location and
refrained from interacting with the children and (2) the observer(s) did not provide
any feedback at the end of the observation. The checklist for the initial teacher meet-
ing included the following steps: (1) show a VM reel example to the teacher and
(2) inform the teacher that the emailed VM reels will begin the following day. The
checklist for VM reels included the following steps: (1) an automatic email prompt
was sent to the teacher via the Boomerang app in Outlook, (2) the email included a
rationale for EID, (3) the email included a prompt to watch the linked VM reel, and
(4) the email included one EID VM reel that included all seven steps that were mod-
eled and written. Finally, the checklist for emailed performance feedback included
the following: (1) an automatic email was sent to the teacher via the Boomerang
app, (2) the email included a rationale for EID, (3) the email listed consistently and
correctly implemented components of EID, (4) the email included corrective feed-
back for EID components implemented incorrectly or not implemented, and (5) the
email included a VM reel with prompt to view before the next data collection ses-
sion. Procedural integrity for each session across all phases was 100%.

Results

See Fig. 1 for a graphical display of each teacher’s percentage of EID steps com-
pleted, Table 1 for teachers’ percentage of EID steps completed, Table 2 for disag-
gregated fidelity data for target children, and Table 3 for social validity results.

Teacher EID Accuracy

Target Child and Activity

During baseline, Brandy’s implementation of EID components was below the prede-
termined criterion (80%) with low, variable levels of treatment integrity (M = 40%;
range: 28.57%–57.14%; SD = 11.95). Following the delivery of VM reels, Brandy’s
EID implementation immediately increased with variability and an increasing trend
(M = 73.88%; range: 57.14%–100%; SD = 15.59). However, Brandy’s EID integrity
fell below the predetermined criterion (i.e., three nonconsecutive data points below
80%) and therefore entered the emailed performance feedback phase. Following
performance feedback, EID implementation increased and stabilized (M = 95.33%;
range: 85.71%–100%; SD = 7.23). During maintenance, Brandy’s EID implementa-
tion remained consistent with the performance feedback phase (M = 89.79%; range:
85.71%–100%; SD = 10.8). The Tau BC effect size for Brandy was 0.99 (very large).
During baseline, Jennifer’s EID implementation was low and stable (M = 57.8%;
50%–66.67%; SD = 4.57). Following VM reels, EID implementation immediately
Journal of Behavioral Education

Fig. 1  Percentage of EID components implemented accurately

Table 1  Mean (M) and standard deviation (SD) of dependent variables by phase
Baseline VM PF Maintenance Baseline—VM Baseline—VM
M SD M SD M SD M SD r Tau-BC

Brandy
Target child/activity 40 11.95 73.88 15.59 95.33 7.23 89.79 10.8 + 33.88% .99
Generalization activity 19.05 8.24 62.87 7.56 100 0 95.24 8.25 + 43.82% 1.00
Generalization children 42.86 24.74 70.48 10.03 100 0 95.24 8.25 + 27.62% 1.00
Jennifer
Target child/activity 57.80 4.57 86.28 8.18 – – 89.33 9.83 + 28.48% 1.00
Generalization activity 44.44 9.62 85.67 24.83 – – 83.81 3.30 + 41.23% 1.00
Generalization children 42.87 14.25 94.44 9.62 – – 94.44 9.62 + 51.57% 1.00
Shonda
Target child/activity 54.76 13.55 91.41 10.95 – – 92 10.95 + 36.65% .92
Generalization activity 57.14 0 93.33 11.55 – – 93.33 11.55 + 36.19% 1.00
Generalization children 57.86 11.75 80.72 26.94 – – 84 8.94 + 37.86% .94

VM, video modeling; PF, performance feedback

Journal of Behavioral Education
Journal of Behavioral Education

Table 2  Percentage of implement EID components across phases by settings

Brandy Jennifer Shonda
Target setting Generaliza- Target setting Generaliza- Target setting Gener-
tion setting tion setting alization
setting

Eye contact
Baseline 0 0 0 0 20 0
VM 100 0 100 100 N/A N/A
PF 100 100 – – – –
Maintenance 100 100 100 100 100 N/A
Praise eye contact
Baseline 0 0 0 N/A 0 0
VM 100 0 100 100 N/A N/A
PF 100 100 – – – –
Maintenance 57.14 66.67 100 50 50 N/A
Directive
Baseline 40 0 75 66.67 81.82 100
VM 42.86 33.33 25 100 100 100
PF 100 100 – – – –
Maintenance 83.33 100 60 66.67 100 100
Close proximity
Baseline 60 0 75 66.67 63.64 100
VM 57.14 66.67 100 50 100 100
PF 66.67 100 – – – –
Maintenance 100 100 100 100 100 100
Descriptive
Baseline 80 66.67 75 100 100 100
VM 100 100 100 100 100 100
PF 100 100 – – – –
Maintenance 100 100 100 100 100 100
5-s wait
Baseline 60 0 100 33.33 45.45 66.67
VM 85.71 100 75 100 85.71 100
PF 100 100 – – – –
Maintenance 100 100 100 100 85.71 100
Praise
Baseline 40 66.67 0 0 9.09 33.33
VM 85.71 100 100 0 71.43 66.6
PF 100 100 – – – –
Maintenance 100 100 80 66.67 83.33 66.67

VM, video modeling; PF, performance feedback; N/A, opportunity did not occur
 Journal of Behavioral Education

Table 3  Mean (Standard Deviation) of social validity across teachers

Brandy Jennifer Shonda All

EID (overall) 5.45 (1.45) 4.83 (0.93) 5.28 (1.07) 5.18 (1.19)
Acceptability 5.89 (0.33) 4.56 (0.53) 5.67 (0.5) 5.41 (0.69)
Understanding 6.00 (0) 5.00 (0) 5.33 (1.15) 5.44 (0.67)
Feasibility 5.83 (0.41) 5.33 (0.52) 5.00 (1.1) 5.39 (0.79)
Home-school collaboration 1.33 (0.58) 5.67 (0.58) 6.00 (0) 4.33 (2.29)
System climate 6.00 (0) 5.20 (0.45) 5.80 (0.45) 5.67 (0.49)
System support 6.00 (0) 2.67 (0.58) 3.00 (0) 3.67 (1.62)
Emailed VM reels 5.80 (0.45) 5.00 (0) 6.00 (0) 5.60 (0.53)
Performance feedback 6.00 (0) – – –

increased above baseline levels (M = 86.28%; 80%–100%; SD = 8.18). During main-

tenance, Jennifer’s EID integrity remained relatively commensurate with the video
modeling phase with low variability (M = 89.33%; range: 80%–100%; SD = 9.83).
The Tau BC effect size for Jennifer was 1.00 (very large).
Shonda’s EID implementation during baseline was generally low and highly vari-
able (M = 54.76%; range: 28.6%–80%; SD = 13.55). Upon delivery of VM reels, EID
implementation immediately increased and generally remained stable apart from
one datum below the criterion (M = 91.41%; 60%–100%; SD = 10.95). During main-
tenance, Shonda’s EID implementation was somewhat variable but remained at or
above the criterion and generally above baseline levels (M = 92%; range: 80%–100%;
SD = 10.95). The Tau BC effect size for Shonda was 0.92 (very large).

Generalization Activity

During baseline, Brandy’s EID implementation was low and variable (M = 19.05;
range: 14.29%–28.57%; SD = 8.24). Upon delivery of VM reels, Brandy’s EID
implementation immediately increased but was below the criterion (M = 62.87%;
range: 57.14%–71.43%; SD = 7.56). EID implementation further increased and
maintained at high levels during the performance feedback phase (M = 100%), which
maintained at high levels during maintenance (M = 95.24%; range: 85.71%–100%;
SD = 8.25). The Tau BC effect size for Brandy was 1.00 (very large).
Jennifer’s EID implementation during baseline was low and variable
(M = 44.44%; range: 33.33%–50%; SD = 9.62). EID implementation immediately
increased to high and relatively stable levels during the VM reels implementation
(M = 85.67%; range: 57%–100%; SD = 24.83). During maintenance, Jennifer’s EID
implementation slightly decreased but remained above baseline levels and the cri-
terion (M = 83.81%; range: 80%–85.71%; SD = 3.3). The Tau BC effect size for Jen-
nifer was 1.00 (very large).
Shonda’s EID implementation during baseline was low and completely stable
(M = 57.14%). Upon delivery of VM reels, Shonda’s EID implementation increased
at or above the criterion and above baseline levels (M = 93.33%; range: 80%–100%;
SD = 11.55). During maintenance, Shonda’s EID implementation was commensurate
Journal of Behavioral Education

with the VM reels phase (M = 93.33%; range: 80%–100%; SD = 11.55). The Tau BC
effect size for Shonda was 1.00 (very large).

Generalization Children

During baseline, Brandy’s EID implementation was low and variable (M = 42.86%;
range: 14.29%–57.14%; SD = 24.74). EID implementation immediately increased
during VM reels but was relatively low and variable (M = 70.48%; range: 60%–80%;
SD = 10.03). Brandy’s EID implementation immediately increased to high and stable
levels during the performance feedback phase (M = 100%) and generally remained
at these high levels during maintenance (M = 95.24%; range: 85.71%–100%;
SD = 8.25). The Tau BC effect size for Brandy was 1.00 (very large).
Jennifer’s EID implementation during baseline was low and variable (M = 42.87%;
range: 28.6%–57.1%; SD = 14.25). Her EID implementation immediately
increased to high and relatively stable levels during VM reels (M = 94.44%; range:
83.33%–100%; SD = 9.62). EID implementation during maintenance remained com-
mensurate with the VM reels phase (M = 94.44%; range: 83.33%–100%; SD = 9.62).
The Tau BC effect size for Jennifer was 1.00 (very large).
During baseline, Shonda’s EID implementation was low and highly variable
(M = 57.86%; range: 42.86%–71.43%; SD = 11.75). During VM reels, EID imple-
mentation increased with the first two data points but was variable and somewhat
low during the next two data points (M = 80.72%; range: 42.86%–100%; SD = 26.94).
EID implementation immediately increased and stabilized during the maintenance
phase (M = 84%; range: 80%–100%: SD = 8.94). The Tau BC effect size for Shonda
was 0.94 (very large).

Social Validity

Results from the URP-IR indicated that all three participants found VM reels to be
highly acceptable (M = 5.6, SD = 0.53). However, anecdotally, Jennifer reported that
it would have been helpful to have a “hands-on” coaching approach to model the
EID procedures. Brandy found emailed performance feedback to be highly accept-
able (M = 6).
Overall, teachers indicated they found the EID procedures to be highly accept-
able (M = 5.41; SD = 0.69), easy to understand (M = 5.44; SD = 0.72), and feasible
(M = 5.39; SD = 0.79). Brandy’s overall responses averaged 5.45 (SD = 1.45) with
very high acceptability (M = 5.89; SD = 0.33), understanding (M = 6.00), feasibil-
ity (M = 5.83; SD = 0.41), school climate (M = 6.00), and system support (M = 6.00)
with low levels of need for home-school collaboration (M = 1.33: SD = 0.58). Addi-
tionally, Jennifer’s overall responses averaged 4.83 (SD = 0.93) with moderate lev-
els of acceptability (M = 4.56; SD = 0.53), high understanding (M = 5.00), high fea-
sibility (M = 5.33; SD = 0.52), and school climate (M = 5.20; SD = 0.45). However,
Jennifer reported a need for more home-school collaboration (M = 5.67; SD = 0.58)
and system support (M = 2.67; SD = 0.58). Shonda’s overall responses averaged
5.28 (SD = 1.07), with high acceptability (M = 5.67; SD = 0.50), understanding
 Journal of Behavioral Education

(mean = 5.33; SD = 1.15), feasibility (M = 5.00; SD = 01.10), and school climate

(M = 5.80; SD = 0.45). Shonda reported a need for more home-school collaboration
(M = 6.00) and system support (M = 3.00).

Discussion

Early childhood teachers often report that noncompliance with instructions is a com-
mon challenging behavior encountered in the classroom (Kalb & Loeber, 2003; Lip-
schultz & Wilder, 2017). To overcome these challenging behaviors, implementation
supports can be provided to promote consistent and effective classroom management
strategies (e.g., Johnson et al., 2024; LaBrot et al., 2022b). However, in the early
education systems, teachers may have limited access to mental and behavior consul-
tation (Grace et al., 2006; National Center for Education Statistics [NCES], 2020).
The use of technology has demonstrated a promising venue to support teachers’ use
of classroom management strategies. However, there is limited research evaluating
novel technology methods like video reels, which are accessible on social media out-
lets and actively used by nearly three-quarters of Americans (Pew Research Center,
2021). As such, we evaluated a novel implementation support, emailed VM reels
(created in the TikTok™ application) on early childhood teachers’ use of EID with
a target child and with two forms of generalization outcomes – generalization activ-
ity and generalization children. Overall, results suggest that teachers’ use of EID
increased following the delivery of emailed VM reels across targeted and generali-
zation outcomes.
Regarding the first research question of whether the delivery of emailed VM reels
increased teachers’ EID accuracy with a target child in a target activity, visual analy-
sis indicated that all three teachers’ EID accuracy increased. More specifically, two
of the three teachers, Jennifer and Shonda, increased their EID accuracy to or above
the 80% criterion (LaBrot et al., 2022a). However, Brandy’s EID accuracy was vari-
able and fell below the 80% criterion across three observations. This finding is com-
mensurate with research examining multitiered consultation models (e.g., LaBrot
et al., 2023a; Sanetti & Collier-Meek, 2015), such that implementation supports may
need to vary in intensity, resources, and teachers’ ideographic responses. Much like
other multitiered systems of supports to address children’s behavior (e.g., Pyramid
Model; Hemmeter et al., 2016), a multitiered consultation model involves delivering
increasingly intensive implementation supports as teachers fail to respond to lower-
level support. Lower-level tiers of support are proactive (i.e., antecedent-based) and
broadly applied, while higher-level tiers are reactive (i.e., consequent-based) and tar-
get individual teachers’ skills (LaBrot et al., 2023a). In the current study, VM reels
were conceptualized as a lower-level support, while emailed performance feedback
was considered a higher-level support.
In the current study, we intensified the implementation support for Brandy with
emailed performance feedback as her response to VM reels was inconsistent. Over-
all, performance feedback is a widely researched implementation support (e.g.,
Fallon et al., 2018b) and is effective for improving early childhood teachers’ use
of behavior-specific praise, choice giving, emotion labeling, language expansions,
Journal of Behavioral Education

and promoting social engagement (Barton et al., 2013, 2016, 2020). Contributing
to the evidence of performance feedback, current results revealed that following the
delivery of emailed performance feedback, Brandy’s EID accuracy immediately
increased and was consistently above the 80% criterion.
Further, we also evaluated if teachers’ EID accuracy maintained after the removal
of implementation supports. Overall, all three teachers maintained high levels of
EID accuracy. However, Brandy’s implementation of EID was somewhat variable,
similar to the emailed VM reels phase. Jennifer’s data revealed a decreasing trend,
and Shonda’s data were slightly variable; however, all data were generally at or
above the criterion. Similar to previous research where teachers’ use of behavior-
specific praise and use of EID maintained after the removal of an emailed imple-
mentation supports (Johnson et al., 2024; LaBrot et al., 2023b), the current study
also demonstrated that our novel implementation support of emailed VM can pro-
mote sustainable change in teachers’ classroom management skills. Further, the cur-
rent study strengthens this body of literature suggesting that electronically delivered
implementation supports may have a meaningful impact on teachers’ classroom
management skills (Johnson et al., 2024; LaBrot et al., 2023b). When behaviors are
maintained over time, positive classroom behavior strategies like EID can promote
sustainable and equitable practices where future children may benefit from consulta-
tion provided via previous implementation supports. This is particularly important
given how mental and behavior consultation is often limited in early childhood set-
tings (Grace et al., 2006; National Center for Education Statistics [NCES], 2020).
One way to conceptualize the success of implementation supports is by deter-
mining whether they lead to teachers’ generalized use of classroom management
strategies. Unfortunately, there are limited methodologically rigorous early educa-
tion implementation support studies that collected generalization data (Smith et al.,
2022). As such, this study also evaluated the impact of emailed VM reels on two
generalization outcomes. The next two research questions asked whether the deliv-
ery of emailed VM reels increased teachers’ EID accuracy with a generalization
activity with the target child (Research Question 2) and a generalization activity
with a generalization (novel) child (Research Question 3). Across all three teachers,
EID accuracy was relatively low during baseline. Following the delivery of emailed
VM reels, all teachers immediately increased their accuracy of EID in both gener-
alization contexts. Both Jennifer and Shonda maintained accuracy levels above the
set criterion of 80% during the emailed VM reels phase. However, Brandy did not
meet the criterion and received emailed performance feedback. Following emailed
performance feedback, Brandy’s levels for both the generalization activity and gen-
eralization child increased and remained above the criterion. Further, during mainte-
nance, all teachers’ average EID accuracy was above 80% with slight variability, and
a decreasing trend for Jennifer.
These results are consistent with previous research that indicates that imple-
mentation supports are beneficial for improving early childhood teachers’ gener-
alized use of classroom management strategies (e.g., Johnson et al., 2024; LaBrot
et al., 2022b, 2023b). However, this study extends the literature in a few novel and
important ways. First, results of this study indicate that a novel implementation sup-
port (i.e., emailed VM reels) is effective for promoting early childhood teachers’
 Journal of Behavioral Education

generalized classroom management skills. Second, to our knowledge, this is the

first implementation support in early childhood education studies to evaluate more
than one generalization outcome (e.g., Johnson et al., 2024; LaBrot et al., 2022b,
2023b). Finally, this study implemented a multitiered consultation model to improve
Brandy’s target and generalization outcomes. The multitiered consultation literature
is limited with regard to studies that collect generalization data (e.g., LaBrot et al.,
2022b, 2023a); as such, this study extends the literature by utilizing a multitiered
consultation model and collecting generalization data.
Finally, when providing support to address challenging child behaviors like the
current study, seeking teacher input on services provided is often the final, but
important, step when evaluating the consultation process (Frank & Kratochwill,
2014). As such, our final research question asked teachers’ perceptions of emailed
VM reels and EID as a classroom management strategy. Commensurate with previ-
ous studies using technology to target EID (e.g., Johnson et al., 2024), results from
the URP indicated that teachers found EID as a classroom management strategy to be
highly acceptable (mean = 5.18, SD = 1.19). Additionally, all teachers found emailed
VM reels to be highly acceptable (mean = 5.60, SD = 0.53), and Brandy found per-
formance feedback to be extremely acceptable (mean = 6.00, SD = 0). Anecdotally,
Jennifer noted that she “liked the videos but would have liked more hands-on train-
ing.” Perhaps Brandy perceived the performance feedback to be direct and rated that
implementation support as higher in terms of overall acceptability. Further research
is needed to evaluate teachers’ perceptions of different implementation supports in
relation to their classroom management needs. These findings extend the implemen-
tation support in early education literature, by demonstrating that teachers perceive a
novel implementation support (i.e., emailed VM reels) to be a socially valid support.
This should increase researchers’ and practitioners’ confidence in utilizing this sup-
port to train teachers in classroom management techniques.
Overall, results revealed that VM could be delivered in such a manner that it
can be delivered feasibly and effectively while promoting equity as evidenced by
generalization data. Given how many Americans actively use social media and that
information can be accessed by smartphones, tablets, and computers, emailed VM
reels hold strong promise as an effective technique to support early childhood teach-
ers’ classroom management skills. Often, social media platforms (e.g., TikTok™,
Facebook™, YouTube™), provide inaccurate and unhelpful mental and behavio-
ral health information that mislead the public (Aragon-Guevara et al., 2023; Yeung
et al., 2022). However, when utilized in conjunction with empirically validated train-
ing components (e.g., prompting, instructions, modeling, multiple exemplars), these
platforms can be utilized to promote sound, evidence-based practices such as EID.

Limitations

Although this study employed a methodologically rigorous design and results offer
important contributions to the literature, there are limitations that warrant discus-
sion. First, replications with other teacher populations (e.g., elementary, middle,
high school) are needed to fully ascertain the external validity of this implementation
Journal of Behavioral Education

support. Second, this study only evaluated the effects of emailed VM reels for teach-
ers’ EID implementation. Future research should evaluate the effects of this imple-
mentation support with other effective social-emotional and behavioral classroom
management strategies (e.g., behavior-specific praise, precorrections, emotion labe-
ling). Third, and most notably, child outcomes for this study were not collected.
The research team was solely recruited to provide classroom management training
to teachers and therefore were not permitted to collect child outcome data. Previ-
ous research suggests teachers’ accurate use of EID results in children’s improved
response to instructions (Johnson et al., 2024; O’Handley et al., 2022). Further, the
research team anecdotally noted improved child responses to instructions in the
current study. However, without these data, claims regarding children’s improved
response to instructions cannot be made. Future research should diligently seek to
collect child outcome data to determine the extent of emailed VM reels’ effects.
Fourth, during data collection, we did not consistently list dates in which more
than one data point was collected in a single day. Relatedly, we did not track which
data points corresponded to which VM reel was viewed. This somewhat impacts the
interpretability of the data, such that certain factors within a day may have impacted
how data looked, and we now cannot account for those factors. Future research
should more diligently indicate dates in which data were collected in a single day
to account for possible environmental influences. Regarding tracking VM reels, we
can attest that each teacher viewed each VM reel at least twice, so there are limited
concerns regarding dosage in that each teacher viewed the videos a similar amount
of time. Regardless, future research should seek to more thoroughly track these data
to definitively rule out a dosage effect impact. Fifth, our generalization and mainte-
nance data may not technically meet the definition of true generalization and main-
tenance given the applied nature of this study (Cooper et al., 2019). Although educa-
tors were not informed of our generalization procedures, the same VM reels were
used for both the target and generalization setting. Finally, observers for this study
were in the room with teacher participants. As such, reactivity to observers may
have resulted in teachers’ improved EID accuracy. Although this is a common limi-
tation of observational research, it will be important for future research to attempt to
control for this threat to internal validity by utilizing alternative observation meth-
ods (e.g., audio-visual recordings).

Implications for Research and Practice

This study offers important implications for applied practice. First, emailed VM
reels were found to be a feasible and effective implementation support. Although we
utilized the TikTok™ application, there has been recent national controversy with
this application that may impact its use for creating VM reels. We therefore recom-
mend considering the use of other social media applications such as YouTube™ and
Facebook™ that are capable of creating reels. Given the widespread access to tech-
nology and social media applications, the utilization of reels to create video models
should be considered. Second, results of this study indicated that Brandy required
emailed performance feedback to improve EID implementation. Although emailed
 Journal of Behavioral Education

VM reels can be sent feasibly with good effects, they are no substitute for regular
follow-up. As such, school-based consultants utilizing emailed VM reels should still
plan to follow-up with teachers to evaluate intervention integrity and provide addi-
tional implementation support as needed. Finally, school-based practitioners consid-
ering the use of VM reels should spend time evaluating the method of delivery. In
this study, VM reels were emailed as all three teachers indicated this was the most
efficient method as they all regularly checked their emails. However, this may not be
the case for all teachers. Engaging in a consultation process to determine the most
efficient, and specifically tailored, method of VM reel delivery (e.g., texts, posted to
a social media site) should be assessed to ensure teachers have equitable access to
this implementation support.

Conclusion

This study evaluated the effectiveness and feasibility of emailed VM reels, a novel
implementation support for improving early childhood teachers’ EID implementa-
tion. Results demonstrated increased EID implementation across all three teachers
with target children’s response to instructions and teachers’ generalization across
generalization children and activities. Similar to previous research, one teacher
required a more intensive support, which is commensurate with research that has
examined a multitiered approach to consultation and implementation support deliv-
ery (LaBrot et al., 2023a; Sanetti & Collier-Meek, 2015). Further, given how early
childhood educators may have limited access to consultation, researchers and con-
sultants may consider using emailed VM reels to virtually support teachers in an
effective, feasible, and non-intrusive manner. However, additional research is
strongly encouraged to evaluate the sustainability of emailed VM reels.

Funding The authors have no relevant financial or non-financial interests to disclose.

Data Availability The data supporting this study’s findings are not publicly available. However, the data
are available from the authors upon request.

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