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Related Experiment Videos

Developing generalized behavior-modification skills in high-school students working with retarded children.

B W Gladstone, J A Sherman

    Journal of Applied Behavior Analysis
    |January 1, 1975
    PubMed
    Summary

    High-school trainees learned behavior modification techniques to teach children with profound intellectual disabilities. Training improved their ability to teach new skills, demonstrating generalized behavior modification abilities.

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    Area of Science:

    • Behavioral Psychology
    • Developmental Disabilities
    • Special Education

    Background:

    • Individuals with profound intellectual disabilities often require specialized teaching methods.
    • High-school trainees may lack formal training in behavior modification techniques.
    • Effective training strategies are crucial for skill acquisition in both trainees and children.

    Purpose of the Study:

    • To assess the effectiveness of behavior modification training for high-school trainees.
    • To determine if trainees can generalize learned behavior modification skills.
    • To evaluate the impact of training on trainees' ability to teach children with profound intellectual disabilities.

    Main Methods:

    • Seven high-school trainees worked with two children with profound intellectual disabilities each.

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  • Trainees received training in behavior modification (videotaped modeling, rehearsal, feedback) for one target instruction.
  • Baseline and post-training data were collected on trainees' ability to teach specific instructions.

    • Main Results:

    • No trainees succeeded in teaching target instructions during baseline.
    • After training, 4 out of 7 trainees successfully taught the "Bring ball" instruction.
    • All trainees successfully taught "Sit down" and "Come here" instructions without specific training.

    Conclusions:

    • Behavior modification training significantly improved trainees' teaching skills.
    • Trainees demonstrated generalized behavior modification skills by teaching new behaviors to different children.
    • The study highlights the potential for effective skill development in educational support staff.