Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities.
This study extended the limited research on the utility of tactile prompts and examined the effects of a treatment package on implementation of a token economy by instructional assistants in a classroom for students with disabilities. During baseline, we measured how accurately the assistants implemented a classroom token economy based on the routine training they had received through the school system. Baseline was followed by brief in-service training, which resulted in no improvement of token-economy implementation for recently hired instructional assistants. A treatment package of prompting and self-monitoring with accuracy feedback was then introduced as a multiple baseline design across behaviors. The treatment package was successfully faded to a more manageable self-monitoring intervention. Results showed visually significant improvements for all participants during observation sessions.
Petscher
Erin Seligson
ES
Department of Psychology, Florida State University, Tallahassee, Florida 32306, USA. Seligson@psy.fsu.edu
Bailey
Jon S
JS
D001291:Attitude of Health Personnel; D002648:Child; D003463:Cues; D002658:Developmental Disabilities; D005178:Faculty; D005260:Female; D006801:Humans; D012927:Social Control, Informal; D013334:Students / Q000523:psychology*; D013663:Teaching / Q000379:methods*; D014040:Token Economy; D014110:Touch