Training behavior change agents: A conceptual review

Bernstein, Gail S.

doi:10.1016/s0005-7894(82)80046-4

Cited by 89 publications

(57 citation statements)

References 66 publications

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“…It is essential that the skills taught will be useful to interventionists when providing services to children with autism (Bernstein, 1982). According to the Association for Behavior Analysis International -Autism Special Interest Group Consumer Guidelines, skills that are important when working with children with autism include, but are not limited to, discrete trial and incidental teaching; specifically, interventionists should be able to implement effective prompting, error correction, multiple learning opportunities, and reinforcement techniques (ABAI -5 The purpose of this study was to evaluate a 125-skill comprehensive staff training package that employed gradual introduction of skills.…”

Section: IVmentioning

confidence: 99%

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Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism

Weinkauf¹,

Zeug²,

Anderson³

et al. 2011

Research in Autism Spectrum Disorders

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The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation and proper training of the therapist. The purpose of this study was to evaluate a 125-skill, comprehensive staff training package that involved a graduated sequence of teaching. In addition to changes in skills, social validity and training time were also assessed. Results indicate that correct demonstration of skills increased following training, incorrect implementation decreased, teachers rated the procedures favorably, and the total training took between 20 and 32.5 hours for over 120 skills to reach mastery criteria. A discussion of the results as well as implications for future research is also provided. thank Jesus Rosales-Ruiz, Rick Smith, and Nicole Zeug for their amazing feedback and generosity in agreeing to be on my thesis defense committee. Your contribution and feedback was truly appreciated. An additional thank you to Nicole Zeug for providing extensive support and assistance throughout the entire process. I would also like to thank Murray Sidman for his kind and encouraging comments in the earliest stages of this project. I will be forever grateful to the friends I have made at UNT and their support throughout the last three years; the friendships we have formed are ones I will never cease to value. Of all of my classmates, Claire Anderson has been especially supportive. Through your assistance in the tedious task of scoring videotapes and ongoing support of the entire process, I will be forever grateful. We started and ended this phase of our lives together and our friendship is one that will not be forgotten.Finally I would like to thank the trainees that participated in the study, including Donna Ludlum, Mona Alhaddad, Donna Townley-Cochran, and Megan Thompson. I appreciate your willingness and excitement throughout the training process. Smith, Jahr, & Eldevik, 2002;Howard, Sparkman, Cohen, Green, & Stanislaw, 2005;Lovaas, 1987). It has also been documented that outcomes can be maintained over long periods of time (Eikeseth, Smith, Jahr, & Eldevik, 2007;McEachin, Smith, & Lovaas, 1993). ivThe success of these procedures, however, depends on the fidelity of implementation (Bibby, Eikeseth, Martin, Mudford, & Reeves, 2002). There is evidence that children learn better when interventionists are appropriately trained (e.g., Ala'iRosales, Thorisdottir, & Etzel, 2003;Downs, Downs, & Rau, 2008).Therefore, the effectiveness of treatment for children with autism appears to rely heavily on the need to have adequate training for persons responsible for implementing these techniques (Jahr, 1998;McGee & Morrier, 2005; National Research Council, 2001; Shook, Ala'iRosales, & Glenn, 2002). Table 1 provides an overview of reviews and empirical literature illustrating the importance of training for change agents.Early research has shown that it is possible, and necessary, to empiri...

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Section: IVmentioning

confidence: 99%

“…Social validity was assessed in order to ensure that the trainees were satisfied with the training procedures (Bernstein, 1982). Following their participation in the study, trainees were provided with a satisfaction/feedback survey and an unlabeled envelope.…”

Section: Social Validitymentioning

confidence: 99%

Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism

Weinkauf¹,

Zeug²,

Anderson³

et al. 2011

Research in Autism Spectrum Disorders

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“…Didactic instruction, modeling, role playing, cueing, and feedback have all been used effectively by various researchers (Allen & Forman, 1984;Anderson & Kratochwill, 1988;Bernstein, 1982;Jones & Eimers, 1975;M. Sadker & D. Sadker, 1982;Van Houten & Sullivan, 1975).…”

Section: Direct Teacher Trainingmentioning

confidence: 99%

Consulting With Teachers About Girls and Boys

Sheridan¹,

Henning-Stout²

1994

Journal of Educational and Psychological Consultation

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“…Nevertheless, most proposals for graduate and professional training recognize that a competent professional must be proficient both as a primary treatment agent and as a consultant who can enable others (e.g., parents, teachers) to produce beneficial treatment outcomes (Kratochwill & Bergan, 1990). The importance of preparing professionals to man-301 1995, 289 [301][302][303][304][305][306][307][308][309][310][311][312][313][314][315] NUMBER3 (FALL 1995) age behavior directly and to serve as a consultant has been discussed in the literature (Bernstein, 1982;Kratochwill & Bergan, 1990) and was underscored in a survey of employers of graduates from a university program specializing in behavior analysis and therapy (Lutzker, Greene, Cuvo, McGimsey, & McRae, 1982).…”

mentioning

confidence: 99%

Competence in Aspects of Behavioral Treatment and Consultation: Implications for Service Delivery and Graduate Training

McGimsey

Greene

Lutzker

1995

J of App Behav Analysis

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This study examined the extent to which competence in applying behavioral procedures (timeout from positive reinforcement) was sufficient to establish competence in teaching others to apply the same procedures. During baseline, graduate students attempted to instruct parents with a history of child abuse and neglect in the use of time-out. Students were then instructed in the use of time-out until they achieved proficiency in a role-play context. They then reattempted to instruct the parents. Finally, the students were instructed in certain consultation skills (i.e., teaching others to apply behavioral procedures) and again attempted to instruct parents in the application of time-out. Observations of students' consultation skills, parents' proficiency at administering time-out, and children's compliance to parental instructions revealed that explicit training in behavioral consulting skills was necessary to produce improvements in these behaviors. Students' proficiency at administering time-out was insufficient to enable them to instruct others in its application. These results were corroborated by surveys of both students and staff. The implications for graduate training and service delivery are discussed.

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Training behavior change agents: A conceptual review

Cited by 89 publications

References 66 publications

Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism

Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism

Consulting With Teachers About Girls and Boys

Competence in Aspects of Behavioral Treatment and Consultation: Implications for Service Delivery and Graduate Training

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