The pyramidal training or train‐the‐trainer model is a method of training in which a professional teaches a skill to a small group of individuals who then teach that skill to another set of individuals. This model has demonstrated efficacy to teach several behavioral intervention techniques to parents, teachers, and direct care staff in a timely manner. The purpose of the present study was to extend the literature on pyramidal training to teach implementation of the first four phases of the Picture Exchange Communication System (PECS) to university students working with a confederate learner. We used a multiple baseline across participants design (Tier 1 and 2) and a non‐concurrent multiple baseline design (Tier 3) to demonstrate the efficacy of this model. Results replicate and extend the literature on pyramidal training. Discussion focuses on implications and limitations to be addressed in future work. Copyright © 2016 John Wiley & Sons, Ltd.

Video modeling is a training method with empirical support for teaching trainees to implement a variety of behavior analytic procedures, however currently there is no published research examining the use of video modeling to teach implementation of the Picture Exchange Communication System (PECS). The purpose of the present study was to use video modeling to teach implementation of Phases 1-4 of PECS to university students who expressed interest in working with populations for which PECS would be appropriate. Three undergraduate students viewed video modules composed of visual examples, voiceover explanation, and text describing each step in the protocol for each phase, then implemented each phase with a confederate learner. A multiple probe across participants design was used. Results showed that all participants achieved mastery-level performance in each phase following video modeling, however 1 participant required feedback from the experimenter to attain mastery in Phase 1. Follow-up probes conducted 2-3 weeks following completion of training indicate that performance may not remain at mastery level over time following video modeling alone, further suggesting a feedback component might be necessary. Future work should conduct generalization probes with actual learners with disabilities, and explore the use of computer-based training programs that incorporate a feedback component.

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