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Cited by 123Behavioral and Psychological StudiesHuman Resource Development and Performance EvaluationDisability Education and Employment

EFFECTS OF TRAINING, PROMPTING, AND SELF‐MONITORING ON STAFF BEHAVIOR IN A CLASSROOM FOR STUDENTS WITH DISABILITIES

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Petscher, Erin Seligson, Bailey, Jon S.·2006·Journal of Applied Behavior Analysis
DOI 10.1901/jaba.2006.02-05PMC PMC1479776
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Abstract

This study extended the limited research on the utility of tactile prompts and examined the effects of a treatment package on implementation of a token economy by instructional assistants in a classroom for students with disabilities. During baseline, we measured how accurately the assistants implemented a classroom token economy based on the routine training they had received through the school system. Baseline was followed by brief in‐service training, which resulted in no improvement of token‐economy implementation for recently hired instructional assistants. A treatment package of prompting and self‐monitoring with accuracy feedback was then introduced as a multiple baseline design across behaviors. The treatment package was successfully faded to a more manageable self‐monitoring intervention. Results showed visually significant improvements for all participants during observation sessions.

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  • 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).”

    From Evidence-Based Staff Training: A Guide for Practitioners (2012) · cites this paper as Petscher & Bailey, 2006

    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)

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Authors
Petscher, E. S., & Bailey, J. S.
Affiliations
Florida State University (US)
Corresponding author
Petscher, Erin Seligson
ORCID
Bailey, Jon S.
Venue
Journal of Applied Behavior Analysis
Publisher
Wiley
Published
2006-06
Volume
39
Issue
2
Pages
215-226
ISSN
  • 0021-8855 (ISSN-L)
  • 1938-3703
DOI
10.1901/jaba.2006.02-05
PMC
PMC1479776
OpenAlex
W2163158754
Semantic Scholar
ac83d506f8f7d3c3120d70bd6ba80999fbee722c
Cited by
123
References
8
Citations by year
2026: 5 · 2025: 3 · 2024: 6 · 2023: 2 · 2022: 7 · 2021: 8 · 2020: 7 · 2019: 10 · 2018: 6 · 2017: 7 · 2016: 8 · 2015: 8 · 2014: 6 · 2013: 12 · 2012: 6
FWCI
6.77
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 2463 d)
Locations
  • Journal of Applied Behavior Analysis (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 › Safety Research › Disability Education and Employment
Keywords
token economy, teaching assistants, self-monitoring, prompting, in-service training, employee behavior, students with disabilities, classroom management, accuracy feedback
MeSH terms
Attitude of Health Personnel, Child, Developmental Disabilities, Cues, Faculty, Female, Humans, Social Control, Informal, Students, Teaching, Token Economy, Touch

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