Maintaining Instructional Behavior After On-the-Job Training with Process-Based Performance Feedback

Abstract

Maintenance was examined after two instructors received on-the-job training with verbal process-based feedback (i.e., feedback emphasizing instructor performance over client behavior). During process-based feedback, instructors were taught to accurately perform a modified Distar Language program with a school-aged child with autism. A maintenance condition followed, during which feedback was no longer provided except for basic outcome feedback generated by the instructors themselves. Instructor and child behavior levels, performance error, and rates were measured in a multiple baseline design and reported during 15 weeks. Results show that instructor and child behavior were maintained after training concluded. Given previous findings, these results suggest that if instructors are first trained to perform accurately, then maintenance with minimal feedback is more likely to occur.