Articlebronze1982

PYRAMIDAL TRAINING: A LARGE‐SCALE APPLICATION WITH INSTITUTIONAL STAFF

Terry J. Page · Brian A. Iwata · Dennis H. Reid

155 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Human Resource Development and Performance Evaluation

Abstract

This study evaluated an indirect method of training 45 institutional direct care staff to conduct behavioral programs. Three supervisors were trained to improve teaching behaviors (instructions, prompts, and consequence) used by the direct care staff while working with severely and profoundly handicapped residents. In addition to training, daily feedback was provided to supervisors regarding performance of their staff. Results of a multiple baseline analysis across teaching behaviors (instructions, prompts, and consequences) and content areas (communication and gross motor skills) showed that providing training and feedback to supervisors resulted in increases in correct teaching behavior by direct care staff. However, teaching behavior newly learned in one content area (communication) did not generalize to the other area (gross motor skills). Data collected on resident behavior showed small but noticeable improvement in terms of correct responses and attending behavior during programming. Results are discussed in terms of the benefits of a pyramidal approach to training institutional staff.

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1968SOME CURRENT DIMENSIONS OF APPLIED BEHAVIOR ANALYSIS1 1974Behavior change : methodology, concepts, and practice 1959THE PSYCHIATRIC NURSE AS A BEHAVIORAL ENGINEER1 1977ARTIFACT, BIAS, AND COMPLEXITY OF ASSESSMENT: THE ABCs OF RELIABILITY 1977ASSESSING AND TRAINING TEACHERS IN THE GENERAUZED USE OF BEHAVIOR MODIFICATION WITH AUTISTIC CHILDREN1 1975A COMPARISON OF THREE STAFF‐MANAGEMENT PROCEDURES

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2013Teaching Practitioners to Conduct Behavioral Skills Training: A Pyramidal Approach for Training Multiple Human Service Staff 1995TRAINING RESIDENTIAL SUPERVISORS TO PROVIDE FEEDBACK FOR MAINTAINING STAFF TEACHING SKILLS WITH PEOPLE WHO HAVE SEVERE DISABILITIES 2005Improving Discrete Trial Instruction by Paraprofessional Staff through an Abbreviated Performance Feedback Intervention 1988THE EFFECTS OF SELF‐MONITORING AND SUPERVISOR FEEDBACK ON STAFF PERFORMANCE IN A RESIDENTIAL SETTING 1992COMPARISON OF STAFF TRAINING STRATEGIES TO PROMOTE GENERALIZED TEACHING SKILLS 1998Current Issues in Staff Training 11The author is grateful to Drs. Willy-Tore Mørch and Ivar Lovaas for their helpful comments at earlier stages of the preparation of this manuscript. Special thanks are also extended to Heidi Aase and Christoffer Rezende for invaluable assistance in editing this manuscript.

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