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

Author:

Arco Lucius,Millett Roslyn1

Affiliation:

1. Murdoch University

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.

Publisher

SAGE Publications

Subject

Arts and Humanities (miscellaneous),Clinical Psychology,Developmental and Educational Psychology

Cited by 9 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Exploring Characteristics of Interventionist Training Associated with Improved Learner Outcomes: A Meta-Analysis;Journal of Behavioral Education;2023-01-26

2. Effectiveness of Job Aids and Post Performance Review on Staff Implementation of Discrete Trial Instruction;Journal of Organizational Behavior Management;2017-04-03

3. Strategies for Effective Classroom Coaching;Preventing School Failure: Alternative Education for Children and Youth;2015-04-02

4. Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package;Focus on Autism and Other Developmental Disabilities;2011-05-06

5. Generalization and Maintenance;Applied Behavior Analysis for Children with Autism Spectrum Disorders;2009

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