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The effect of immediate verbal feedback on trainer behaviour during communication training sessions with individuals with intellectual disability (ID) was assessed. Trainers were six undergraduate university students majoring in psychology. The procedure consisted of interrupting the sequence of trials of training by the supervisor and then giving brief corrective feedback. Feedback was focused on the accuracy of the following procedural aspects: (1) entry behaviour; (2) prompt level and order of presenting response prompts; (3) use of reinforcement; (4) pace of presenting trials; and (5) if this occurred, handling trainee's disruptive behaviour during training. Data were collected in a nonconcurrent multiple baseline design. Results indicated a statistically significant increase of the percentage correct trainer behaviour as compared to the baseline phase. Maintenance of effect of feedback was recorded during post-training and follow-up.

The effectiveness of supervisory feedback, self-recording, and graphic feedback on trainer behavior during one-to-one training sessions was assessed with three trainers, and three students with mental retardation. Supervisory feedback consisted of a supervisor interrupting the course of the training if an error occurred, administering appraisal when accurate trainer behavior occurred, and prompting the trainer to avoid errors. Following this, self-recording and graphic feedback were in effect. During the latter condition, the trainer was instructed to record her own behavior, to graph the data following each training session, and to set a goal to increase her performance. Data were collected in a quasi nonconcurrent multiple baseline design across dyads of trainers and students. The results showed a statistically significant increase of accurate trainer behavior during supervisory feedback, which was maintained during the condition of self-recording and graphic feedback. Maintenance of trainer behavior was recorded during follow-up. The trainers rated supervisory feedback as more acceptable than self-recording and graphic feedback.

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