Using a Self-Instructional Package to Train Groups to Implement Reinforcement Strategies
- 13 Downloads
We trained six special education staff members in groups of three to conduct differential reinforcement of alternative and differential reinforcement of other behavior procedures using a self-instructional package. Our self-instructional packages were written instructions and PowerPoint™ presentations that incorporated embedded text, video modeling, and voiceover instruction. After training, we evaluated each staff member’s implementation of the reinforcement strategies with a simulated student who engaged in problem behavior. After multiple exposures to the self-instructional package in a group training format, two participants mastered both procedures, two participants mastered one procedure, and two participants did not master either procedure. We discuss the clinical implications of the findings and utility of self-instructional packages in a school-consulting role.
KeywordsDRA DRO Reinforcement strategies Self-instruction package Staff training
We would like to thank Sarah Bedell for allowing us to use her materials (tokens, token board, and flashcards) for the current study.
Compliance with Ethical Standards
Conflict of interest
All authors declare that there are no conflicts of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
- Cardinal, J. R., Gabrielsen, T. P., Young, E. L., Hansen, B. D., Kellems, R., Hoch, H., et al. (2017). Discrete trial teaching interventions for students with Autism: Web-based video modeling for paraprofessionals. Journal of Special Education Technology, 32, 138–148. https://doi.org/10.1177/0162643417704437.CrossRefGoogle Scholar
- Countenance, A., Sheldon, J., Sherman, J., Schroeder, S., Bell, A., & House, R. (2014). Assessing the effects of a staff training package on the treatment integrity of an intervention for self-injurious behavior. Journal of Developmental and Physical Disabilities, 26, 371–389. https://doi.org/10.1007/s10882-014-9372-6.CrossRefGoogle Scholar
- Delli Bovi, G. M. D., Vladescu, J. C., DeBar, R. M., Carroll, R. A., & Sarokoff, R. A. (2017). Using video modeling with voice-over instruction to train public school staff to implement a preference assessment. Behavior Analysis in Practice, 10, 72–76. https://doi.org/10.1007/s40617-016-0135-y.CrossRefGoogle Scholar
- DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation integrity and students’ inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40, 447–461. https://doi.org/10.1901/jaba.2007.40-447.CrossRefGoogle Scholar
- Giannakakos, A. R., Vladescu, J. C., Kisamore, A. N., & Reeve, S. A. (2016). Using video modeling with voiceover instruction plus feedback to train staff to implement direct teaching procedures. Behavior Analysis in Practice, 9, 126–134. https://doi.org/10.1007/s40617-015-0097-5.CrossRefGoogle Scholar
- LeGray, M. W., Dufrene, B. A., Sterling-Turner, H., Olmi, D. J., & Bellone, K. (2010). A comparison of function-based differential reinforcement interventions for children engaging in disruptive classroom behavior. Journal of Behavioral Education, 19, 185–204. https://doi.org/10.1007/s10864-010-9109-2.CrossRefGoogle Scholar
- Lipschultz, J. L., Vladescu, J. C., Reeve, K. F., Reeve, S. A., & Dipsey, C. R. (2015). Using video modeling with voiceover instruction to train staff to conduct stimulus preference assessments. Journal of Developmental and Physical Disabilities, 27, 505–532. https://doi.org/10.1007/s10882-015-9434-4.CrossRefGoogle Scholar
- Nottingham, C. L., Vladescu, J. C., Giannakakos, A. R., Schnell, L. K., & Lipschultz, J. L. (2017). Using video modeling with voiceover instruction plus feedback to train implementation of stimulus preference assessments. Learning and Motivation, 58, 37–47. https://doi.org/10.1016/j.lmot.2017.01.008.CrossRefGoogle Scholar
- Plavnick, J. B., Ferreri, S. J., & Maupin, A. N. (2010). The effects of self-monitoring on the procedural integrity of a behavioral intervention for young children with developmental disabilities. Journal of Applied Behavior Analysis, 43, 315–320. https://doi.org/10.1901/jaba.2010.43-315.CrossRefGoogle Scholar
- Spiegel, H. J., Kisamore, A. N., Vladescu, J. C., & Karsten, A. M. (2016). The effects of video modeling with voiceover instruction and on-screen text on parent implementation of guided compliance. Child & Family Behavior Therapy, 38, 299–317. https://doi.org/10.1080/07317107.2016.1238690.CrossRefGoogle Scholar
- Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.CrossRefGoogle Scholar