Pyramidal Training for Families of Children With Problem Behavior

Abstract

The pyramidal training model was extended to multiple family members of children with behavior disorders. Three primary caregivers were taught to implement individualized treatments for problem behavior. They were then taught how to use various instructional strategies (e.g., prompting, feedback) to teach 2 other family members to implement the treatment. Results showed that pyramidal training was effective in increasing caregiver implementation of treatments across three families.

Teaching Practitioners to Conduct Behavioral Skills Training: A Pyramidal Approach for Training Multiple Human Service Staff

“…In typical investigations with pyramidal training a specific behavior-change skill has been trained to a small group of personnel who were then directed to train the specified skill to other individuals (Demchak et al, 1992;Green & Reid, 1994;Haberlin, Beauhamp, Agnew, & O'Brien, 2012;Kuhn, Lerman, & Vorndran, 2003;Neef, 1995;Page, Iwata, & Reid, 1982;Pence et al, 2012). However, because this approach focuses on trainer and staff use of a specific behavior-change skill, questions have been raised regarding the degree to which the staff trainers would be able to train other important skills to staff beyond the specific behaviorchange skill that was the focus of the trainers' own training (Demchak & Browder, 1990;Finn & Sturmey, 2009).…”

Parent-Implemented Behavioral Interventions for Challenging Behavior of Young Children with Developmental Disabilities: A Review of Effective Approaches

“…In addition, as a key informant, parents also provided professionals with crucial information necessary to plan an intervention (Buschbacher & Clarke, 2004;Koegel et al, 1998;Moes & Frea, 2000). Noticeably, while most research regarded parents as trainees who could be taught by experts, two studies (i.e., Kuhn et al, 2003;Symon, 2005) expanded on parental roles by requiring them to serve as trainers who teach other caregivers to implement behavioral interventions. For instance, the study by Kuhn et al (2003) investigated if parents could act as a trainer in a more systematic way.…”

“…Noticeably, while most research regarded parents as trainees who could be taught by experts, two studies (i.e., Kuhn et al, 2003;Symon, 2005) expanded on parental roles by requiring them to serve as trainers who teach other caregivers to implement behavioral interventions. For instance, the study by Kuhn et al (2003) investigated if parents could act as a trainer in a more systematic way. Using the pyramidal training model (i.e., one person learns how to conduct an intervention and then teaches others how to implement it), the researchers first trained the primary caregivers (i.e., mothers) on how to conduct an individualized behavioral intervention.…”

“…Treatment integrity data that demonstrated that parents conducted interventions in an accurate way as taught were available in only five studies (Coolican et al, 2010;Fernandez et al, 2011;Kuhn et al, 2003;Matos et al, 2009;Symon, 2005). The studies reported satisfactory levels of accuracy in parent-implemented interventions.…”

“…However, children can gain constant benefits from interventions without additional costs if parents are successfully taught to implement the same treatment provided by professionals. Moreover, the maintenance and generalization of behavior changes may be maximized when all adults, who regularly interact with children, consistently conduct same interventions for behavior problems (Kuhn et al, 2003). Thus, it is necessary to involve parents as an essential part of interventions for children with challenging behavior.…”