Using a Pyramid Model to Teach Behavior Management Procedures to Childcare Providers

Abstract

In this study we describe and evaluate a pyramid model of staff training to teach behavior management strategies to the staff of an integrated childcare center. Using instructions, modeling, role playing, and verbal and video feedback, three co-workers were trained as specialists in the use of contingent ignoring, time-out, and verbal reprimands. Subsequently, these specialists trained other staff to implement the procedures. The results of a multiple baseline design across subjects demonstrated that the training of specialists caused improvements in performance for specialists as well as other staff, although the latter were affected to a lesser degree. Changes in child behavior also lend tentative support to the effectiveness of the pyramid model. Additionally, specialists and staff socially validated the results by indicating satisfaction with the training procedures and continuing to implement the behavior management strategies.

Teaching Practitioners to Conduct Behavioral Skills Training: A Pyramidal Approach for Training Multiple Human Service Staff

“…First, the investigation demonstrates a specific means (i.e., BST) of training practitioners to train other staff. A number of previous investigations on pyramidal training did not specify how the practitioners were trained to train others beyond essentially being instructed to use the same procedures to train staff that were used to train them (Demchak & Browder, 1990;Green & Reid, 1994;Shore et al, 1995;van den Pol et al, 1983) or simply being directed to train their newly acquired skills to other staff (Demchak et al, 1992;Haberlin et al, 2012). Second, the results demonstrate a means of documenting a BST skill repertoire among practitioners who function as staff trainers.…”

“…Pyramidal training, alternatively referred to as peer training (Finn & Sturmey, 2009), does not necessarily reduce the total amount of time for training all staff of concern but can reduce the amount of time for the senior trainer (again for example, a behavior analyst). Additionally, a reported advantage of pyramidal training is that by training selected personnel who are indigenous to an agency to train other agency staff, the continued presence of the staff trainers in the trainees' worksite may enhance maintenance of the trainees' newly acquired work skills (Demchak, Kontos, & Neisworth, 1992). This can be especially advantageous for behavior analysts who have an intermittent consultant relationship with an agency or are otherwise not continuously present in the staff work environment.…”

“…In typical investigations with pyramidal training a specific behavior-change skill has been trained to a small group of personnel who were then directed to train the specified skill to other individuals (Demchak et al, 1992;Green & Reid, 1994;Haberlin, Beauhamp, Agnew, & O'Brien, 2012;Kuhn, Lerman, & Vorndran, 2003;Neef, 1995;Page, Iwata, & Reid, 1982;Pence et al, 2012). However, because this approach focuses on trainer and staff use of a specific behavior-change skill, questions have been raised regarding the degree to which the staff trainers would be able to train other important skills to staff beyond the specific behaviorchange skill that was the focus of the trainers' own training (Demchak & Browder, 1990;Finn & Sturmey, 2009).…”

“…However, because this approach focuses on trainer and staff use of a specific behavior-change skill, questions have been raised regarding the degree to which the staff trainers would be able to train other important skills to staff beyond the specific behaviorchange skill that was the focus of the trainers' own training (Demchak & Browder, 1990;Finn & Sturmey, 2009). Such a concern is highlighted when considering that investigations on pyramidal training generally provide data that the staff trainers were competent in applying the behavior-change skill but not data regarding the trainers' implementation of the constituent steps of BST when training the skill to other staff (Demchak & Browder, 1990;Demchak et al, 1992;Haberlin et al, 2012;Jones, Fremouw, & Carples, 1977;Neef, 1995;Pence et al;Shore, Iwata, Vollmer, Lerman, & Zarcone, 1995). The lack of documentation that the staff trainers accurately implemented the staff training procedures is a likely explanation of why pyramidal training can result in the staff trainees being less proficient in performing the target behavior-change skill than their trainers who were trained to perform the skill by the senior trainer (Demchak et al).…”

Applied Behavior Analysis: Teaching Procedures and Staff Training for Children with Autism

“…Staff training procedures that are well-established and accepted in the research literature, include: verbal, written, and video instructions; modeling; role-playing; in-vivo practice; and performance feedback (Cullen, 1988;Delamater, et al, 1984;Demchak et al, 1992;Fielding, et al, 1971;Fleming, et al, 1996;Gardner, 1972;Gladstone & Spencer, 1979;Greene, et al, 1978;Harchik, et al, 1989;Harris, et al, 1975;Johnson & Fawcett, 1994;Krumhus & Malott, 1980;Matson, 1990;Neef, et al, 1986;Page, et al, 1982;Parsons & Reid, 1995;Parsons, et al, 1996;Parsons, et al, 1987;Reid & Green, 1990;Richman, et al, 1988;Sepler & Meyers, 1978;Touchette & Howard, 1984). These established training methods can be used alone or in conjunction with more than one method to promote skill development.…”