Peer pyramidal training: Effects on direct support staff teaching skills and generalization of trainer skills
Item
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Title
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Peer pyramidal training: Effects on direct support staff teaching skills and generalization of trainer skills
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Identifier
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d_2009_2013:918f1c7f7a0f:10584
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identifier
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10852
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Creator
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Finn, Lori L.,
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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 | Behavioral sciences | Adult education | behavior skills | intellectual disabilities | pyramidal training | staff management | staff training | teaching skills
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Abstract
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Training is important to ensuring that staff members have the skills they need to provide effective and quality services to individuals with intellectual disabilities, but human services agencies often have limited resources to devote to training. The experimenter used two concurrent multiple-probe-across-participants designs to assess the effectiveness of a peer pyramidal training program on staff performance in a day habilitation program for adults with psychiatric disorders and intellectual disabilities. In the first design, the experimenter assessed the teaching skills of peer trainers as they taught their co-workers to implement (1) responses in which the trainers received specific instruction in how to teach (training responses) and (2) responses in which the trainers had no instruction in how to teach to others (generalization responses). In the second design, the experimenter assessed the effect of the peer training program on the staff members' ability to use positive reinforcement and prompting procedures to teach consumers and to document behavioral incidents. Peer trainers improved their use of teaching skills while instructing staff on training responses as a function of the training program. Further, these effects generalized to the instruction of staff on the generalization responses. All staff improved their performance on all responses that the peer trainers taught them following implementation of the pyramidal training program. All participants reported a high degree of social validity. These results extend the research on pyramidal training and suggest that, for human services agencies with widespread budgetary constraints, direct support professionals may be able to train one another effectively.
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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
