The effects of pyramidal training on staff behavior and manding in children with autism
Item
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Title
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The effects of pyramidal training on staff behavior and manding in children with autism
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Identifier
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d_2009_2013:158f932d993b:10496
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identifier
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10666
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Creator
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Nigro-Bruzzi, Darlene,
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Contributor
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Peter Sturmey
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Behavioral psychology | Teacher education | Special education | autism | behavioral skills training | manding | pyramidal | requesting | staff training
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Abstract
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The population of children with autism in the public school system is consistently growing yet there is a lack of staff qualified to teach them. Efficient staff training in schools and in the home is necessary to maximize the number of clinicians who can effectively produce child behavior change, while minimizing cost and time to train the staff members. This study evaluated the effects of pyramidal staff training, a train-the-trainer procedure, using behavioral skills training, comprised of instructions, modeling, rehearsal and feedback on 3 supervisors' percentage of staff-training responses, percentage of 3 teacher assistants' teaching responses and percentage of unprompted mands in 6 children with autism spectrum disorders. Behavioral skills training was effective in training 3 supervisors to increase the percentage of correct teacher assistant mand training responses and child unprompted mands. The teacher assistant teaching responses generalized across children. Further, 2 of 3 children generalized responding to untrained stimuli. One teacher assistant required an additional session of feedback to increase her percentage of teaching responses during post training. Pyramidal staff training combined with behavioral skills training was an effective procedure for training staff to teach children with an autism spectrum disorder to mand independently.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Psychology
