Using ABA Tools to Train Non-Montessori Teachers on the Core Principles of the Montessori Method in Primary Education

Abstract

Background: This study examined the impact of a two-month theoretical-practical training program incorporating Behavior Skills Training (BST), Self-Monitoring, and Observational Learning. The goal was to adapt the teaching style of a non-Montessori primary school teacher by introducing foundational principles of the Montessori method.
The participant was a 30-year-old teacher with prior experience in traditional teaching at international schools. Methods: A single-subject experimental design was employed, consisting of pre-probe, post-probe, and follow-up phases. The dependent variable was the adoption of Montessori-style teaching observable during the participant's teaching performance, evaluated using a 17-indicator checklist (Appendix 1) and the percentage value derived from the scores assigned to the participant's responses on a 13-item Teaching Style Self-Assessment Questionnaire (Appendix 2). The independent variable was the training program focused on key Montessori pedagogical principles.
Results: Data collected by the researcher and evaluated by Montessori experts revealed the program's effectiveness in integrating Montessori principles into the participant's teaching practices.
Conclusions: The study also reflected on the duration of training and the potential for broader involvement of educational staff in similar initiatives.