Utilizing the Teaching Interaction Procedure to Train Special Education Teachers in Behavioral Artistry

ABSTRACT Special education teachers are asked to deliver high‐quality instruction with compassion and care. Emerging literature suggests that the skills of “behavioral artistry” are socially valid among caregivers of children with developmental disabilities, but the training of these skills in teachers has yet to be developed and evaluated. This study extended work by Bukszpan et al. (2023, https://doi.org/10.1002/bin.1963 ) by assessing the effectiveness of the teaching interaction procedure (TIP) in training skills of behavioral artistry to six special education teachers. The results demonstrated that skills of behavioral artistry could be taught and maintained through the utilization of TIP, which extended previous research on this topic. Further, assessments of social validity rated the intervention and dependent variable highly favorable among participants as well as caretakers of school age children.