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Pyramidal training: a large-scale application with institutional staff

T J Page, B A Iwata, D H Reid

    Journal of Applied Behavior Analysis
    |January 1, 1982
    PubMed
    Summary
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    Training supervisors improved direct care staff teaching behaviors for residents with severe disabilities. However, skills did not transfer between communication and gross motor tasks, despite some resident behavior improvements.

    Area of Science:

    • Behavioral science
    • Special education
    • Applied behavior analysis

    Background:

    • Direct care staff in institutional settings require effective training methods.
    • Improving teaching behaviors is crucial for individuals with severe and profound handicaps.
    • Indirect training models can be efficient for large staff groups.

    Purpose of the Study:

    • To evaluate an indirect training method for institutional direct care staff.
    • To assess the impact of supervisor training and feedback on staff teaching behaviors.
    • To examine the generalization of learned behaviors across different skill areas.

    Main Methods:

    • A multiple baseline analysis design was employed.
    • Three supervisors received training on effective teaching behaviors (instructions, prompts, consequences).

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  • Supervisors provided daily feedback to 45 direct care staff working with residents.

    • Main Results:

    • Supervisor training and feedback significantly increased direct care staff's correct teaching behaviors.
    • Generalization of learned teaching behaviors was not observed between communication and gross motor skill areas.
    • Residents showed minor improvements in correct responses and attending behavior.

    Conclusions:

    • An indirect, pyramidal training approach can enhance institutional staff's teaching skills.
    • Further research is needed to promote behavior generalization across different content areas.
    • This training model shows promise for improving care for individuals with severe disabilities.