Training teachers in generalized writing of behavior modification programs for multihandicapped deaf children

Area of Science:

• Special Education
• Applied Behavior Analysis
• Teacher Training

Background:

• Previous research focused on experimenter-designed behavior modification programs.
• Teachers were often instructed only on program implementation, not development.
• The need for teachers to independently create and implement effective interventions is critical for students with multi-handicaps.

Purpose of the Study:

• To assess the generalized effects of two teacher training conditions on teacher and pupil behaviors.
• To compare the impact of measurement training versus programming training on teachers' ability to write and implement behavior modification programs.
• To evaluate generalization of training effects across different target behaviors and pupils.

Main Methods:

• A multiple baseline design was employed with two teachers of multi-handicapped deaf children.
• Teachers received 'measurement training' (objective setting, performance measurement) followed by 'programming training' (problem-solving for program writing).
• Experimenter feedback was provided, and generalization was measured across behaviors and pupils.

Main Results:

• Measurement training showed minimal general effects on teacher or pupil behavior.
• Programming training significantly increased teachers' program writing and correct procedure use.
• Programming training generalized across pupils and target behaviors, accompanied by pupil behavior improvement.

Conclusions:

• Training teachers to write behavior modification programs (programming training) is more effective than training only in measurement.
• Programming training leads to generalized improvements in teacher implementation and pupil behavior.
• Empowering teachers with program development skills enhances intervention effectiveness and generalization in special education settings.