Self-management and supervisory feedback improves trainer implementation of communication rehabilitation programmes.
OBJECTIVE
This study investigated the differential effects of self-management and supervisory feedback on the acquisition and maintenance of accurate use of response prompts by five trainers who provided communication training to individuals with severe intellectual disability.


METHODS
A counterbalanced design was used. For three trainers the self-management condition was first in effect followed by the supervisory feedback condition. For the two other trainers this order was reversed.


RESULTS
Results revealed that for three trainers there was a statistically significant difference between the two conditions, favouring supervisory feedback. For the other two trainers, self-management and supervisory feedback were equally effective in establishing accurate use of response prompts. Acceptability ratings from trainers suggest a preference for self-management over supervisory feedback.


CONCLUSIONS
For three out of five trainers supervisory feedback was more effective in improving implementation of the communication intervention (i.e. response prompting) than self-management.
Radboud University, Special Education, Spinozagebouw, Nijmegen, the Netherlands. annemarievanvonderen@hotmail.com
Annemarie
A
van Vonderen
Pieter
P
Duker
Robert
R
Didden
Russel
R
Lang
Giulio
G
Lancioni
D000293:Adolescent; D000328:Adult; D001521:Behavior Therapy; D002648:Child; D002675:Child, Preschool; D003142:Communication; D005246:Feedback; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D008297:Male; D013663:Teaching