Evidence-Based Staff Training: A Guide for Practitioners
Open accessAbstract
Behavior analysts in human service agencies are commonly expected to train support staff as one of their job duties. Traditional staff training is usually didactic in nature and generally has not proven particularly effective. We describe an alternative, evidence-based approach for training performance skills to human service staff. The description includes a specific means of conducting a behavioral skills training session with a group of staff followed by on-the-job training requirements. A brief case demonstration then illustrates application of the training approach and its apparent effectiveness for training staff in two distinct skill sets: use of most-to-least prompting within teaching procedures and use of manual signs. Practical issues associated with applying evidence-based behavioral training are presented with a focus on providing training that is effective, efficient, and acceptable to staff trainees.
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Cites
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Claims the paper makes
10 of 33 cited sources checked · 2 supported · 0 flagged · accuracy not yet measured
- Premisecitation
Programs that rely heavily on verbal-skill training approaches typically prove ineffective in creating a meaningful impact on the job performance of human service staff.
“Thus, programs that rely heavily on verbal-skill training approaches typically prove ineffective in creating a meaningful impact on the job performance of human service staff (Alavosius & Sulzer-Azaroff, 1990;Petscher & Bailey, 2006;Phillips, 1998).”
Quote in the paperSubstantial claim1 of 3 sources checked- cites Alavosius & Sulzer-Azaroff, 1990 source
- cites Petscher & Bailey, 2006 source
The Design and Procedure section describes a brief training session involving discussion, modeling, and a written posttest. The Discussion says this information did not produce sustained, clinically significant improvements; large improvements followed prompting and self-monitoring. This supports the finding for the instructional assistants studied, but not the broader claim that verbal-skill training programs typically prove ineffective for human service staff generally. Page numbers are unavailable in our copy. (LLM, conf=0.85)
Experimental — accuracy not yet measured - cites Phillips, 1998 source
- Premisecitation
Many staff in human service agencies often do not acquire the skills that the procedures are intended to train.
“Despite this existing research, many staff in human service agencies often do not acquire the skills that the procedures are intended to train (Casey & McWilliam, 2011;Clark, Cushing, & Kennedy, 2004;Sturmey, 1998).”
Quote in the paperSubstantial claim1 of 3 sources checked- cites Casey & McWilliam, 2011 source
The Results and Discussion section (page not provided) reports that giving teachers information about the zone defense schedule improved performance but was insufficient to meet the 80% criterion; checklist-based feedback brought further improvement. This supports the narrower point that information alone may not produce the intended skills, but the study does not establish that many staff across human service agencies often fail to acquire them. (LLM, conf=0.85)
Experimental — accuracy not yet measured - cites Clark, Cushing, & Kennedy, 2004 source
- cites Sturmey, 1998 source
- Premisecitation
Video models have been effectively incorporated into BST as the demonstration component for teaching staff various skills such as conducting discrete-trial instruction and use of picture communication systems.
“Alternatively, video models have been effectively incorporated into BST as the demonstration component for teaching staff various skills such as conducting discrete-trial instruction (Catania et al., 2009;Sarakoff & Sturmey, 2004) and use of picture communication systems (Rosales et al., 2009).”
Quote in the paperNot a substantial claim2 of 3 sources checked- cites Catania et al., 2009 source
The Procedure and Results and Discussion sections report that video modeling improved staff accuracy in conducting discrete-trial instruction. They do not show that the video was incorporated into behavioral skills training (BST) as its demonstration component; the paper describes the video-modeling intervention separately from the training package discussed in its introduction. The picture-communication claim is attributed to a different citation. (LLM, conf=0.86)
Experimental — accuracy not yet measured - cites Sarakoff & Sturmey, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Rosales et al., 2009 source
The Abstract reports improved PECS implementation after a BST package that included video. The Procedure says participants watched PECS videos, but identifies the trainer and confederate’s live demonstration as the modeling component repeated during BST. The study therefore supports incorporating video into effective PECS training, not specifically using video models as the BST demonstration component. (LLM, conf=0.87)
Experimental — accuracy not yet measured
- Premisecitation
Research in this area has received some criticism due to its heavy reliance on acceptability surveys.
“In considering reports of staff acceptance of BST-based training programs, it should also be noted that research in this area has received some criticism due to its heavy reliance on acceptability surveys (Parsons & Reid, 2012).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Parsons & Reid, 2012 source
The Discussion (page not specified) says surveys are commonly used to assess acceptability in behavior analysis research but cautions that they are not always valid indicators of participant acceptance. This supports the criticism of reliance on surveys, but the paper discusses reading groups and does not establish that BST-based training research in particular relies heavily on them. (LLM, conf=0.84)
Experimental — accuracy not yet measured
- Premisecitation
It is often easier to schedule training time in short sessions without causing disruptions to consumer services compared to traditional half-day or day-long blocks of time.
“Often it is easier to schedule training time in short sessions without causing disruptions to consumer services (e.g., during teacher planning time, immediately following consumer departure for the day) compared to traditional half-day or day-long blocks of time (Parsons & Reid, 2012).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Parsons & Reid, 2012 source
The paper’s Reading group meetings section (page unavailable) says one-hour meetings were scheduled during planning time or on teacher workdays to avoid major disruptions to work with students. The Discussion compares the time required with traditional professional-development activities, but the paper does not establish that short sessions are generally easier to schedule than half-day or day-long blocks. (LLM, conf=0.85)
Experimental — accuracy not yet measured
- Premisecitation
Practicing the skill is a critical feature for the success of BST and should be required of each trainee to produce effective performance.
“However, practicing the skill is a critical feature for the success of BST and should be required of each trainee to produce effective performance (Nigro-Bruzzi & Sturmey, 2010;Rosales et al., 2009).”
Quote in the paperSubstantial claim2 of 2 sources checked- cites Nigro-Bruzzi & Sturmey, 2010 source
The Procedure describes each trained staff member practicing the steps in a role play, and the Results and Discussion report improved staff performance after BST. But practice was delivered alongside instructions, modeling, and feedback; the paper does not establish that practice itself is critical or required for effective performance. Page numbers are not available in our copy. (LLM, conf=0.87)
Experimental — accuracy not yet measured - cites Rosales et al., 2009 source
The Procedure describes rehearsal for every trainee as part of a BST package, and Results and Discussion reports that all participants met the posttraining performance criterion. The study evaluated the package as a whole, however; it does not establish that practice alone is critical to success or must be required of every trainee. (LLM, conf=0.85)
Experimental — accuracy not yet measured
- Premisecitation
More interactive media formats may address the concern about the practice-with-feedback component of BST.
“although more interactive media formats may address this concern (Frieder, Peterson, Woodward, Crane, & Garner, 2009).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Frieder, Peterson, Woodward, Crane, & Garner, 2009 source
- Findingown data
During on-the-job assessments, ML prompting increased from a baseline average of 56% to 100% in post-training.
“Similar increases occurred during the on-the-job assessments, with overall teaching increasing from an average of 74% during baseline to 96% in post-training, and ML prompting increasing from a baseline average of 56% to 100% in post-training.”
Quote in the paperSubstantial claim - Findingown data
For the ML prompting training and the sign training, the average rating for each Likert-scale question was between 6 (very) and 7 (extremely) regarding usefulness, practicality, and enjoyment.
“For the ML prompting training and the sign training, the average rating for each of the Likert-scale questions was between”
Quote in the paperSubstantial claim - Findingown data
Correct signs increased from baseline to post-training for all participants.
“As with ML prompting correct signs increased from baseline to post-training for all participants (Table 2).”
Quote in the paperSubstantial claim- Rests on an assumption: The risk of creating an uncomfortable experience for staff by conducting baseline signing on-the-job sessions was high.
- Rests on an assumption: The likelihood of correct production of untrained signs was very low.
- Findingown data
No rating was below 5 (mostly) for any participant for any question.
“No rating was below”
Quote in the paperNot a substantial claim - Findingown data
During post-training, ML prompting averaged 92% (range 88% to 94%).
“During post-training, averages for both skill sets increased, with overall teaching averaging 99% (range, 98% to 99%) and ML prompting 92% (range, 88% to 94%).”
Quote in the paperSubstantial claim - Findingown data
All eight participants improved their prompting performances from baseline to post-training.
“As indicated in Table 2, the performance of individual participants corresponded to the group averages depicted in Figure 1 in that all eight participants improved their prompting performances from baseline to post-training.”
Quote in the paperSubstantial claim - Findingown data
During on-the-job assessments, overall teaching increased from an average of 74% during baseline to 96% in post-training.
“Similar increases occurred during the on-the-job assessments, with overall teaching increasing from an average of 74% during baseline to 96% in post-training, and ML prompting increasing from a baseline average of 56% to 100% in post-training.”
Quote in the paperSubstantial claim - Findingown data
During baseline, the average percentage of overall teaching components for the group of participants was 76% (range 75% to 77%).
“During baseline, the average percentage of overall teaching components was relatively high for the group of participants, averaging 76% (range, 75% to 77%).”
Quote in the paperNot a substantial claim - Findingown data
Participants reported both applications of the training process to be acceptable.
“Participants reported both applications of the training process to be acceptable.”
Quote in the paperSubstantial claim - Findingown data
During baseline, the average percentage for the prompting components was 50% (range 44% to 56%).
“However, the average for the prompting components was considerably lower (M = 50%, range 44% to 56%).”
Quote in the paperNot a substantial claim - Findingnone given
Proficiency in demonstrating a target skill on the job often parallels the level of proficiency demonstrated during previous role plays.
“In this regard, we have found that the amount of time trainers will have to spend at trainee work sites will be minimized if each trainee has previously demonstrated competence during role plays in the training session; proficiency in demonstrating a target skill on the job often parallels the level of proficiency demonstrated during previous role plays.”
Quote in the paperSubstantial claim - Findingreasoning
The amount of time trainers will have to spend at trainee work sites will be minimized if each trainee has previously demonstrated competence during role plays in the training session.
“In this regard, we have found that the amount of time trainers will have to spend at trainee work sites will be minimized if each trainee has previously demonstrated competence during role plays in the training session; proficiency in demonstrating a target skill on the job often parallels the level of proficiency demonstrated during previous role plays.”
Quote in the paperSubstantial claim - Findingown data
The average percentage of correctly produced signs increased from baseline (M = 28%, range 25% to 30%) to post-training (M = 93%, range 91% to 95%).
“The bottom panel of Figure 1 indicates that the average percentage of correctly produced signs increased from baseline (M = 28%, range 25% to 30%) to post-training (M = 93%, range 91% to 95%).”
Quote in the paperSubstantial claim- Rests on an assumption: The risk of creating an uncomfortable experience for staff by conducting baseline signing on-the-job sessions was high.
- Rests on an assumption: The likelihood of correct production of untrained signs was very low.
- Findingown data
During post-training, overall teaching averaged 99% (range 98% to 99%).
“During post-training, averages for both skill sets increased, with overall teaching averaging 99% (range, 98% to 99%) and ML prompting 92% (range, 88% to 94%).”
Quote in the paperSubstantial claim - Premisecitation
On-the-job (in-vivo) training increases the likelihood that performance of the target skill acquired during the training session generalizes to the usual work situation.
“On-the-job, or in-vivo, training increases the likelihood that performance of the target skill acquired during the training session generalizes to the usual work situation (Clark et al., 2004;Smith, Parker, Taubman, & Lovaas, 1992).”
Quote in the paperSubstantial claim0 of 2 sources checked - Study design and conductown data
There were no disagreements between observers for signing on-the-job observations.
“There were no disagreements between observers.”
Quote in the paperNot a substantial claim - Interpretationown data
Results of the case demonstration appear to support the effectiveness of the training protocol.
“Results of the case demonstration appear to support the effectiveness of the training protocol.”
Quote in the paperSubstantial claim- Rests on an assumption: The risk of creating an uncomfortable experience for staff by conducting baseline signing on-the-job sessions was high.
- Rests on an assumption: The likelihood of correct production of untrained signs was very low.
- Premisecitation
Many trainers fail to provide a succinct, written description of the target skill.
“Many trainers fail to provide a succinct, written description of the target skill (Reid, Parsons, & Green, 2012, Chapter 4).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Reid, Parsons, & Green, 2012, Chapter 4
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
The trainee practice step is frequently omitted during staff training.
“The trainee practice step, referred to as rehearsal in BST, is frequently omitted during staff training (Reid et al., 2012, Chapter 4).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Reid et al., 2012, Chapter 4
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Results of investigations have generally indicated a high degree of staff acceptance of this approach to training.
“In regard to the training protocol discussed here, results of investigations have generally indicated a high degree of staff acceptance of this approach to training (see Reid & Parsons, 2000, for a summary).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Reid & Parsons, 2000
- Interpretationreasoning
Implementing all steps of the training protocol requires more time than traditional training approaches that rely heavily on lectures and related verbal-training processes with no performance criteria.
“Implementing all steps of the training protocol requires more time than traditional training approaches that rely heavily on lectures and related verbal-training processes with no performance criteria.”
Quote in the paperSubstantial claim - Premisecitation
The primary concern with using visual media exclusively is difficulty with the practice-with-feedback component of BST.
“The primary concern in this regard is difficulty with the practice-with-feedback component of BST when using visual media exclusively (Reid et al., 2011)”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Reid et al., 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Study design and conductreasoning
Due to the case demonstration nature of the evaluation, the amount of evaluative data collected was less than what typically occurs with a more rigorous research process.
“In considering these results, it should also be noted that due to the case demonstration nature of the evaluation, the amount of evaluative data collected was less than what typically occurs with a more rigorous research process.”
Quote in the paperSubstantial claim - Premisecitation
The long-term survival of staff training programs can be affected by how acceptable the activities are to participating staff.
“The long-term survival of staff training programs can be affected by how acceptable the activities are to participating staff (Wolf, Kirigin, Fixsen, Blasé, & Braukmann, 1995).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Wolf, Kirigin, Fixsen, Blasé, & Braukmann, 1995 source
- Premisecitation
Newly acquired job skills must be addressed from a performance management perspective to ensure they maintain.
“Newly acquired job skills must be addressed from a performance management perspective (Austin, 2000) to ensure they maintain, and particularly with continued presentation of feedback by supervisors and related personnel.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Austin, 2000
- Premisecitation
If staff express their discontent with certain agency activities, the activities have an increased likelihood of discontinuation even if those activities have demonstrated effectiveness.
“In short, if staff express their discontent with certain agency activities, the activities have an increased likelihood of discontinuation even if those activities have demonstrated effectiveness.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Wolf, Kirigin, Fixsen, Blasé, & Braukmann, 1995 source
- Interpretationcitation
As long as the on-the-job component is still incorporated within the overall training process to ensure trainee competence during the regular work routine, it would not matter if the initial steps of the training protocol were provided through visual media or by a trainer in a live format.
“However, it seems that as long as the on-the-job component is still incorporated within the overall training process to ensure trainee competence during the regular work routine, it would not matter if the initial steps of the training protocol were provided through visual media or by a trainer in a live format (e.g., Macurik et al., 2008).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Macurik et al., 2008 source
- Interpretationown data
The evidence-based protocol described here represents an alternative approach that applies the critical components of BST to staff training with demonstrated effectiveness.
“The evidence-based protocol described here represents an alternative approach that applies the critical components of BST (i.e., instructions, modeling, rehearsal, feedback) to staff training with demonstrated effectiveness.”
Quote in the paperNot a substantial claim- Rests on an assumption: Practitioners such as behavior analysts may not be well-versed in conducting staff training using behavior analytic approaches.
- Interpretationown data
The group-based training program appeared effective with both ML prompting and signing skills.
“The group-based training program appeared effective with both ML prompting and signing skills.”
Quote in the paperSubstantial claim- Rests on an assumption: The risk of creating an uncomfortable experience for staff by conducting baseline signing on-the-job sessions was high.
- Rests on an assumption: The likelihood of correct production of untrained signs was very low.
- Interpretationreasoning
The technology seems sufficiently well-developed to represent an improved training approach relative to what has historically occurred in many human service agencies.
“Although continued research is warranted to better refine the training technology, and particularly in regard to its efficiency, the technology seems sufficiently well-developed to represent an improved training approach relative to what has historically occurred in many human service agencies.”
Quote in the paperNot a substantial claim - Study design and conductown data
Interobserver agreement checks occurred during 81% of all on-the-job sessions for ML prompting, across all participants and both experimental conditions.
“Interobserver agreement checks occurred during 81% of all on-the-job sessions, across all participants and both experimental conditions.”
Quote in the paperNot a substantial claim - Premisecitation
Time to conduct training sessions that involve disruption to consumer services is a noted concern of agency administrators.
“Time to conduct training sessions that involve disruption to consumer services is a noted concern of agency administrators (Test, Flowers, Hewitt, & Solow, 2004).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Test, Flowers, Hewitt, & Solow, 2004 source
- Interpretationreasoning
The total time necessary to implement the protocol is increased because of the repeated trainee practice with feedback.
“The total time necessary to implement the protocol is increased because of the repeated trainee practice with feedback.”
Quote in the paperSubstantial claim - Study design and conductown data
Agreement for occurrence of correct teaching components averaged 97% (range 82% to 100%).
“Agreement for occurrence of correct teaching components averaged 97% (range, 82% to 100%).”
Quote in the paperNot a substantial claim - Study design and conductown data
Interobserver agreement for ML teaching sessions averaged 95% (range, 86% to 100%).
“Agreement averaged 95% (range, 86% to 100%).”
Quote in the paperNot a substantial claim - Study design and conductown data
Interobserver agreement for manual signing assessments averaged 89% (range, 67% to 100%).
“Agreement averaged 89% (range, 67% to 100%).”
Quote in the paperNot a substantial claim
- May combine two claims. 9
- Classified as probably not a substantial claim. 11
May combine two claims.
PremisecitationStaff training programs relying on verbal-skill strategies are effective for enhancing targeted knowledge but often ineffective for teaching trainees to perform newly targeted job skills.
“Early behavioral research demonstrated that staff training programs relying on verbalskill strategies (e.g., lectures, presentation of written and visual material) are effective for enhancing targeted knowledge, but often are ineffective for teaching trainees to perform newly targeted job skills (Gardner, 1972).”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Gardner, 1972 source
May combine two claims.
Findingown dataAll eight participants indicated they would recommend both the ML prompting and sign training to their colleagues.
“All eight participants indicated they would recommend both the ML prompting and sign training to their colleagues.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S4 (based).
Findingnone givenOur experience suggests that a number of staff typically will not access the plan to review the information when needed.
“Our experience suggests that a number of staff typically will not access the plan to review the information when needed.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationEvidence-based staff training consists of performance- and competency-based strategies.
“Evidence-based staff training consists of performance-and competency-based strategies (Reid et al., 2003).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Reid et al., 2003 source
Classified as probably not a substantial claim.
PremisecitationThe importance of relying on evidence-based practices in the provision of supports and services for individuals with disabilities is becoming well-accepted.
“The importance of relying on evidence-based practices in the provision of supports and services for individuals with disabilities is becoming well-accepted (Detrich, Keyworth, & States, 2008).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Detrich, Keyworth, & States, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
InterpretationcitationThis increased time investment is a likely explanation for the continued use of verbal-based training strategies in human service agencies, along with lack of familiarity with the BST alternative.
“This increased time investment is a likely explanation for the continued use of verbal-based training strategies in human service agencies, along with lack of familiarity with the BST alternative (Reid, 2004).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Reid, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S4 (based).
Premisenone givenTypical staff training endeavors in many human service agencies rely on vocal presentations, perhaps supplemented with written handouts and some modeling.
“As indicated previously, typical staff training endeavors in many human service agencies rely on vocal presentations, perhaps supplemented with written handouts and some modeling.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based).
Interpretationnone givenProviding ineffective training ultimately involves further time investment to correct or improve inadequate performance on the job.
“Additionally, providing ineffective training ultimately involves further time investment to correct or improve inadequate performance on the job.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
InterpretationreasoningThe group training protocol is not complete because it involves a simulated situation; the session must be followed by on-the-job training.
“However, because the training involves a simulated situation (e.g., role plays, no consumers present), the overall training process is not complete.The session must be followed by on-the-job training.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationMacurik et al. (2008) found that the use of a DVD required less trainer time and was as effective as the usual process of conducting a group training session followed by on-the-job training.
“Macurik et al. found that the use of the DVD required less trainer time and was as effective as the usual process of conducting a group training session (followed by on-the-job training).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Macurik et al., 2008 source
May combine two claims.
InterpretationreasoningThis paper describes an approach to training performance skills that has an established evidence-base and could help behavior analysts in successfully training relevant work skills to human service staff.
“This paper describes an approach to training performance skills that has an established evidence-base and could help behavior analysts in successfully training relevant work skills to human service staff.”
Quote in the paperSubstantial claim- Rests on an assumption: Practitioners such as behavior analysts may not be well-versed in conducting staff training using behavior analytic approaches.
May combine two claims.
Interpretationown dataAll participants increased their correct ML prompting and signing skills following training and all displayed proficient use of the newly acquired skills on the job.
“All participants increased their correct ML prompting and signing skills following training and all displayed proficient use of the newly acquired skills on the job.”
Quote in the paperSubstantial claim- Rests on an assumption: The risk of creating an uncomfortable experience for staff by conducting baseline signing on-the-job sessions was high.
- Rests on an assumption: The likelihood of correct production of untrained signs was very low.
May combine two claims.
PremisecitationCompletion of training is often a necessary but rarely a sufficient step to promote proficient staff performance on the job.
“However, it should also be emphasized that although completion of training is often a necessary step to promote proficient staff performance on the job, it is rarely a sufficient step (Reid et al., 2012, Chapter 4).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Reid et al., 2012, Chapter 4
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenInterobserver agreement checks were conducted on a sign-by-sign basis during all trials on 36% of assessment sessions, for each participant and condition.
“Interobserver agreement checks were conducted on a sign-by-sign basis during all trials on 36% of assessment sessions, for each participant and condition.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe ML prompting protocol involved five teaching components based on previous research on LM prompting.
“The ML prompting protocol involved five teaching components based on previous research on LM prompting (Parsons & Reid, 1999).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Parsons & Reid, 1999 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown dataInterobserver agreement checks occurred during 43% of the on-the-job signing observations.
“Interobserver agreement checks occurred during 43% of the on-the-job observations.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationown dataFrom a practical perspective, the training did not involve disruptions in consumer services and reportedly was well received by all participants.
“From a practical perspective, the training did not involve disruptions in consumer services and reportedly was well received by all participants.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenInterobserver agreement checks were conducted during 75% of all teaching sessions, involving each participant and experimental condition.
“Interobserver agreement checks were conducted during 75% of all teaching sessions, involving each participant and experimental condition.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationRole-play demonstrations can usually be readily accomplished by using a role-play process.
“This step, referred to as modeling in BST, can usually be readily accomplished by using a role-play process (Adams, Tallon, & Rimell, 1980), and particularly when two trainers are present.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Adams, Tallon, & Rimell, 1980 source
The paper relies on this without support.
Participants had not received formal training in manual signing for at least several years, if at all.
“However, the participants had not received formal training in manual signing for at least several years, if at all.”
The paper relies on this without support.
Documents such as plans for challenging behavior frequently contain much more information than what staff need to implement the plan.
“Documents such as plans for challenging behavior frequently contain much more information than what staff need to implement the plan (e.g., background consumer information, assessment processes used to develop the plan), though the information is important for other purposes.”
The paper relies on this without support.
Observing trainees and providing feedback to each trainee requires time and effort on the part of trainers.
“Observing trainees and providing feedback to each trainee requires time and effort on the part of trainers.”
The paper relies on this without support.
The risk of creating an uncomfortable experience for staff by conducting baseline signing on-the-job sessions was high.
“No baseline session was conducted for signing because the risk of creating an uncomfortable experience for the staff was considered high”
The paper relies on this without support.
The likelihood of correct production of untrained signs was very low.
“while the likelihood of correct production of untrained signs was considered very low.”
The paper relies on this without support.
Practitioners such as behavior analysts may not be well-versed in conducting staff training using behavior analytic approaches.
“Though practitioners such as behavior analysts may be skilled at interacting with consumers and implementing behavioral protocols, those same practitioners may not be well-versed in conducting staff training using behavior analytic approaches such as that described here.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
BST is an evidence-based approach for training individuals to implement DTT procedures.
“Behavioral skills training (BST) is an evidence-based approach for training individuals to implement discrete-trial teaching procedures.”
From Training individuals to implement discrete‐trial teaching procedures using behavioral skills training: A scoping review with implications for practice and research (2024) · cites this paper as Parsons et al., 2012
The instruction component may be insufficient because acquiring knowledge about a complex repertoire does not directly affect one's performance of that skill.
“The instruction component may be insufficient because acquiring knowledge about a complex repertoire does not directly affect one's performance of that skill (Parsons et al., 2012).”
From Training individuals to implement discrete‐trial teaching procedures using behavioral skills training: A scoping review with implications for practice and research (2024) · cites this paper as Parsons et al., 2012
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Eight participants reportedly recommended training received by only seven
MinorThe paper says only seven participants took part in sign training, but later says all eight recommended that training. It does not explain how the participant on medical leave evaluated it.
“All eight participants indicated they would recommend both the ML prompting and sign training to their colleagues.”
“Only seven participants were involved in this training due to a medical leave.”
Cites
Handbook of Applied Behavior Analysis.
Fisher, W. W., Piazza, C. C., & Roane, H. S. (2011) · Cited by 725 · see citing works
THE EFFECTS OF BEHAVIORAL SKILLS TRAINING ON STAFF IMPLEMENTATION OF DISCRETE‐TRIAL TEACHING
Sarokoff, R. A., & Sturmey, P. (2004) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.2004.37-535 · Cited by 454 · see citing works
VIDEO MODELING TO TRAIN STAFF TO IMPLEMENT DISCRETE‐TRIAL INSTRUCTION
Catania, C. N., Almeida, D., Liu‐Constant, B., & Reed, F. D. D. (2009) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.2009.42-387 · Cited by 197 · see citing works
A Comparison of Most-to-Least and Least-to-Most Prompting on the Acquisition of Solitary Play Skills
Libby, M. E., Weiss, J. S., Bancroft, S. L., & Ahearn, W. H. (2008) · Behavior Analysis in Practice · doi:10.1007/bf03391719 · Cited by 167 · see citing works
THE EFFECTS OF VIDEOTAPE MODELING ON STAFF ACQUISITION OF FUNCTIONAL ANALYSIS METHODOLOGY
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Effectiveness of Parent Education in Pivotal Response Treatment on Pivotal and Collateral Responses
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Matthews, N. L., Orr, B. C., Harris, B., McIntosh, R., Openden, D., & Smith, C. J. (2018) · Research in Autism · doi:10.1016/j.rasd.2018.08.009 · Cited by 19 · see citing works
Review and Discussion of Strategies to Address Low Trainer‐to‐Staff Ratios
Karsten, A. M., Axe, J. B., & Mann, C. C. (2015) · Behavioral Interventions · doi:10.1002/bin.1420 · Cited by 18 · see citing works
Vladescu, J. C., Mery, J. N., Marano‐Frezza, K. E., et al. (2021) · Journal of Organizational Behavior Management · doi:10.1080/01608061.2021.1965940 · Cited by 17 · see citing works
Cultivating the Ethical Repertoires of Behavior Analysts: Prevention of Common Violations
Britton, L. N., Crye, A. A., & Haymes, L. K. (2021) · Behavior Analysis in Practice · doi:10.1007/s40617-020-00540-w · Cited by 17 · see citing works
An evaluation of the teach‐back method for training new skills
Sleiman, A. A., Gravina, N. E., & Gonzales-Portillo, D. (2022) · Journal of Applied Behavior Analysis · doi:10.1002/jaba.966 · Cited by 17 · see citing works
Glugatch, L. B., & Machalicek, W. (2021) · Education and Treatment of Children · doi:10.1007/s43494-021-00043-5 · Cited by 16 · see citing works
Ferguson, J. L., Milne, C. M., Cihon, J. H., et al. (2020) · Behavioral Interventions · doi:10.1002/bin.1741 · Cited by 16 · see citing works
Weston, R., Davis, T. N., Radhakrishnan, S., O’Guinn, N., & Rivera, G. (2019) · Journal of Behavioral Education · doi:10.1007/s10864-019-09333-w · Cited by 16 · see citing works
Leblanc, L. A., Sump, L. A., Leaf, J. B., et al. (2019) · Behavior Analysis in Practice · doi:10.1007/s40617-019-00338-5 · Cited by 16 · see citing works
Competency-Based Staff Training
Reid, D. H. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-811122-2.00002-4 · Cited by 27 · see citing works
Self-citationWalker, S. G., & Sellers, T. P. (2021) · Journal of Organizational Behavior Management · doi:10.1080/01608061.2021.1903647 · Cited by 15 · see citing works
Recommended Practices for Individual Supervision: Considerations for the Behavior-Analytic Trainee
Helvey, C. I., Thuman, E. P., & Cariveau, T. (2021) · Behavior Analysis in Practice · doi:10.1007/s40617-021-00557-9 · Cited by 15 · see citing works
A Behavioral Analysis of Two Strategies to Eliminate Racial Bias in Police Use of Force
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Shea, K. A., Sellers, T. P., Smith, S. G., & Bullock, A. J. (2020) · Journal of Applied Behavior Analysis · doi:10.1002/jaba.769 · Cited by 14 · see citing works
Andzik, N. R., & Cannella-Malone, H. I. (2019) · American Journal on Intellectual and Developmental Disabilities · doi:10.1352/1944-7558-124.5.395 · Cited by 15 · see citing works
Minimizing Restraint and Seclusion in Schools: A Response to Beaudoin and Moore
Walker, V. L., & Pinkelman, S. E. (2018) · Intellectual and developmental disabilities · doi:10.1352/1934-9556-56.3.165 · Cited by 15 · see citing works
A Parametric Analysis of Rehearsal Opportunities on Procedural Integrity
Jenkins, S. R., & DiGennaro Reed, F. D. (2016) · Journal of Organizational Behavior Management · doi:10.1080/01608061.2016.1236057 · Cited by 15 · see citing works
Group Role Assignment with a Training Plan
Zhang, L., Yu, Z., Zhu, H., et al. (2021) · 2021 IEEE International Conference on Networking, Sensing and Control (ICNSC) · doi:10.1109/icnsc52481.2021.9702183 · Cited by 14 · see citing works
Walsh, E., Holloway, J., Lydon, H., McGrath, A., & Cunningham, T. (2019) · Advances in Neurodevelopmental Disorders · doi:10.1007/s41252-019-00125-x · Cited by 14 · see citing works
Special Education Teacher-Delivered Training for Paraeducators: A Systematic and Quality Review
Borosh, A. M., Newson, A., Mason, R. A., et al. (2023) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/08884064231160575 · Cited by 13 · see citing works
The Performance Diagnostic Checklist - Human Services: Guidance for Assessment Administration
Brand, D., Sellers, T. P., Wilder, D. A., et al. (2022) · Behavior Analysis in Practice · doi:10.1007/s40617-021-00675-4 · Cited by 13 · see citing works
Workplace Conflict in Applied Behavior Analysis: Prevalence, Impact, and Training
Kazemi, E., Carter, C., & Davies, M. S. (2022) · Behavior Analysis in Practice · doi:10.1007/s40617-021-00649-6 · Cited by 13 · see citing works
Ninci, J., Čolić, M., Hogan, A., Taylor, G., Bristol, R. M., & Burris, J. (2021) · Behavior Analysis in Practice · doi:10.1007/s40617-021-00565-9 · Cited by 13 · see citing works
Bug-in-the-Ear Training Increases Teachers’ Effective Instruction Delivery and Student Compliance
O’Handley, R. D., Dufrene, B. A., & Wimberly, J. K. (2021) · Journal of Behavioral Education · doi:10.1007/s10864-020-09429-8 · Cited by 14 · see citing works
Davis, S., Thomson, K. M., & Magnacca, C. (2020) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2020.1812144 · Cited by 13 · see citing works
Melendez, J. L., Tarbox, J., & Parhimoon, S. (2020) · Journal of Organizational Behavior Management · doi:10.1080/01608061.2020.1801551 · Cited by 13 · see citing works
Fronapfel, B. H., & Demchak, M. (2020) · Behavior Analysis in Practice · doi:10.1007/s40617-020-00434-x · Cited by 12 · see citing works
- Authors
- Parsons, M. B., Rollyson, J. H., & Reid, D. H.
- Affiliations
- J. Iverson Riddle Developmental Center (US)
- Corresponding author
- Reid, Dennis H.
- ORCID
- Reid, Dennis H.
- Venue
- Behavior Analysis in Practice
- Published
- 2012-12
- Volume
- 5
- Issue
- 2
- Pages
- 2-11
- ISSN
- 1998-1929 (ISSN-L)
- 2196-8934
- PMC
- PMC3592486
- OpenAlex
- W1633067
- Cited by
- 461
- References
- 42
- Citations by year
- 2026: 48 · 2025: 47 · 2024: 36 · 2023: 52 · 2022: 53 · 2021: 54 · 2020: 40 · 2019: 45 · 2018: 28 · 2017: 22 · 2016: 24 · 2015: 7 · 2014: 3 · 2013: 2
- FWCI
- 7.73
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Behavior Analysis in Practice (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Social Sciences › Psychology › Social Psychology › Competency Development and Evaluation
- Keywords
- employee training, behavioral skills training, evidence-based practice, human service agencies, on-the-job training, manual signs, teaching procedures, group training, behavior analysts
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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