The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses

Sarokoff, Randi A.; Sturmey, Peter

doi:10.1016/j.rasd.2007.04.002

Cited by 60 publications

(47 citation statements)

References 6 publications

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“…However, it is necessary that individuals providing those interventions are appropriately trained to deliver them effectively (Bibby, Eikeseth, Martin, Mudford, & Reeves, 2002;Jahr, 1998 These results are consistent with previous studies indicating that an approach combining antecedent and consequent strategies is effective for training behavior analysts to work with children with autism (Dib, & Sturmey, 2007;Koegel, Russo, & Rincover, 1977;Lavie, & Sturmey, 2002;Lerman, Vorndran, Addison, & Kuhn, 2004;Sarokoff, & Sturmey, 2008;Schepis, Ownbey, Parsons, & Ried, 2000 The results were also consistent with research that has indicated that a graduated introduction to the instructional stimulus conditions can be an effective and "learner friendly" approach when training a complex skill set (e.g., Ellis, Alai-Rosales, In addition to verbal instructions, modeling, and feedback, the current package also included a gradually increasing sequence of skill clusters. Each trainee showed an immediate and rapidly increasing ability to correctly demonstrate the targeted skills after baseline, followed by a more gradual increase as each component progressed.…”

Section: Discussionsupporting

confidence: 82%

“…Both early and recent research has shown that multi-component/multi-faceted training is effective in training staff to teach children with disabilities (Sarokoff & Sturmey, 2008;Schepis, Ownbey, Parsons, & Reid, 2000). Multi-faceted training involves a combination of antecedent and consequent strategies (Demchak, 1987).…”

Section: Introductionmentioning

confidence: 99%

“…Combinations used in previous research have included instructions, feedback, modeling, and rehearsal (Dib & Sturmey, 2007); written lists of skills, instruction, rehearsal, modeling, and feedback (Sarokoff & Sturmey, 2008); in-serving training, consultation, and feedback (Sigafoos, Kerr, Roberts, & Couzens, 1994); verbal and written instructions, role playing, in vivo monitoring, and feedback (Schepis, Ownbey, Parsons, & Reid, 2000); instruction, role playing, in vivo training, and feedback (Schepis, Reid, Ownbey, Parsons, 2001); written manual, individual training session, and verbal feedback (Wolery, Anthony, Snyder, & Werts, 1997); lecture, handout, roleplay, and feedback (Lerman, Vorndran, Addison, & Kuhn, 2004); and instruction, modeling, and practice with feedback (Downs, Downs, & Rau, 2008). Table 2 provides an overview of the methods and outcomes of this research.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism

Weinkauf¹,

Zeug²,

Anderson³

et al. 2011

Research in Autism Spectrum Disorders

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The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation and proper training of the therapist. The purpose of this study was to evaluate a 125-skill, comprehensive staff training package that involved a graduated sequence of teaching. In addition to changes in skills, social validity and training time were also assessed. Results indicate that correct demonstration of skills increased following training, incorrect implementation decreased, teachers rated the procedures favorably, and the total training took between 20 and 32.5 hours for over 120 skills to reach mastery criteria. A discussion of the results as well as implications for future research is also provided. thank Jesus Rosales-Ruiz, Rick Smith, and Nicole Zeug for their amazing feedback and generosity in agreeing to be on my thesis defense committee. Your contribution and feedback was truly appreciated. An additional thank you to Nicole Zeug for providing extensive support and assistance throughout the entire process. I would also like to thank Murray Sidman for his kind and encouraging comments in the earliest stages of this project. I will be forever grateful to the friends I have made at UNT and their support throughout the last three years; the friendships we have formed are ones I will never cease to value. Of all of my classmates, Claire Anderson has been especially supportive. Through your assistance in the tedious task of scoring videotapes and ongoing support of the entire process, I will be forever grateful. We started and ended this phase of our lives together and our friendship is one that will not be forgotten.Finally I would like to thank the trainees that participated in the study, including Donna Ludlum, Mona Alhaddad, Donna Townley-Cochran, and Megan Thompson. I appreciate your willingness and excitement throughout the training process. Smith, Jahr, & Eldevik, 2002;Howard, Sparkman, Cohen, Green, & Stanislaw, 2005;Lovaas, 1987). It has also been documented that outcomes can be maintained over long periods of time (Eikeseth, Smith, Jahr, & Eldevik, 2007;McEachin, Smith, & Lovaas, 1993). ivThe success of these procedures, however, depends on the fidelity of implementation (Bibby, Eikeseth, Martin, Mudford, & Reeves, 2002). There is evidence that children learn better when interventionists are appropriately trained (e.g., Ala'iRosales, Thorisdottir, & Etzel, 2003;Downs, Downs, & Rau, 2008).Therefore, the effectiveness of treatment for children with autism appears to rely heavily on the need to have adequate training for persons responsible for implementing these techniques (Jahr, 1998;McGee & Morrier, 2005; National Research Council, 2001; Shook, Ala'iRosales, & Glenn, 2002). Table 1 provides an overview of reviews and empirical literature illustrating the importance of training for change agents.Early research has shown that it is possible, and necessary, to empiri...

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism

Weinkauf¹,

Zeug²,

Anderson³

et al. 2011

Research in Autism Spectrum Disorders

View full text Add to dashboard Cite

show abstract

“…Behavioral Skills Training (BST) After baseline was established, staff members were trained on all presession pairing skills using one session of behavioral skills training (Sarakoff & Sturmey, 2008). The experimenter verbally explained presession pairing skills one at a time with the staff member and then disclosed the session criteria for the skill.…”

Section: Methodsmentioning

confidence: 99%

Developing Procedures to Improve Therapist–Child Rapport in Early Intervention

Lugo

King

Lamphere

et al. 2017

Behav Analysis Practice

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Rapport is a primary component in the development of a therapeutic relationship between health-service professionals and clients. Presession pairing is a procedure often recommended in behavior analytic practice to build rapport with clients. However, many service providers may not exhibit presession pairing skills correctly or at a sufficient rate. The current study aimed to operationally define therapist behaviors that are indicative of presession pairing and to train direct care staff to implement said skills.

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“…Generalization of teaching to untrained programs without programming for generalization may occur (Lafasakis & Sturmey, 2007;Sarokoff & Sturmey, 2008). However, Stokes and Baer (1977) recommended that researchers and practitioners should not assume that generalization will occur, and rather than 'training and hoping' for generalization, researchers and practitioners should program for generalization from the outset.…”

Section: Introductionmentioning

confidence: 99%

The effects of general‐case training and behavioral skills training on the generalization of parents' use of discrete‐trial teaching, child correct responses, and child maladaptive behavior

Ward-Horner

Sturmey

2008

Behavioral Interventions

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One concern with training discrete-trial teaching (DTT) is the generalization of teaching skills. This study employed behavioral skills and general-case training to train three parents to conduct DTT. A multiple-baseline-across-participants-experimental design assessed the effects of parent training on the generalization of parents' DTT to non-trained programs and on child behavior. Following training, generalization of parent DTT skills occurred, but the effects on child behavior were variable. Implications of programming for generalization and the effects of parent training on child performance are discussed.

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The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses

Cited by 60 publications

References 6 publications

Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism

Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism

Developing Procedures to Improve Therapist–Child Rapport in Early Intervention

The effects of general‐case training and behavioral skills training on the generalization of parents' use of discrete‐trial teaching, child correct responses, and child maladaptive behavior

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