Effectiveness of instruction and video feedback on staff's use of prompts and children's adaptive responses during one-to-one training in children with severe to profound intellectual disability.
Although relatively many studies have addressed staff training and its effect on trainer behavior, the effects of staff training on trainee's adaptive behaviors have seldom been examined. We therefore assessed effectiveness of staff training, consisting of instruction and video feedback, on (a) staff's response prompting, and (b) staff's trainer behavior during one-to-one training with four direct-care staff who acted as trainers. Next to this, we evaluated the effects of staff training on adaptive skills in four children with severe to profound intellectual disability. A non-concurrent multiple baseline design across staff-trainee dyads was used. Intervention resulted in an immediate and substantial increase in percentage correct response prompting and percentage correct trainer behavior by staff. The intervention was also effective in increasing percentage of trainee's correct responses. Staff rated instruction and video feedback as effective and acceptable. Results are discussed in terms of their implications for future research.
Department of Special Education, Radboud University Nijmegen, P.O. Box 9104, 6500 HE, Nijmegen, The Netherlands. a.vanvonderen@pwo.ru.nl
Annemarie
A
van Vonderen
Charlotte
C
de Swart
Robert
R
Didden
D000223:Adaptation, Psychological; D000328:Adult; D001291:Attitude of Health Personnel; D002648:Child; D002656:Child Day Care Centers / Q000193:education; D005246:Feedback; D005260:Female; D006282:Health Personnel / Q000193:education*; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D008607:Intellectual Disability / Q000628:therapy*; D008297:Male; D008875:Middle Aged; D011369:Professional-Patient Relations; D012720:Severity of Illness Index; D014743:Videotape Recording