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A Systematic Review of Pyramidal Training for Implementing Behavioral Interventions
Abstract
The pyramidal training approach is a promising strategy to train behavioral interventionists in applied settings, as it maximizes efficiency of training by allowing for more trainees to learn and implement a diverse range of behavioral strategies in less time. This systematic review synthesized 30 single-case studies that evaluated pyramidal training in training practitioners to implement behavioral interventions. Results support the effectiveness of the pyramidal training model at the case, tier, and study levels across various settings, targeted skills, and participant types, particularly for improving practitioner implementation fidelity. However, strategies for promoting maintenance of trained skills, such as feedback and coaching, have not been routinely incorporated into pyramidal training procedures. Future researchers should evaluate the utility of post-training observations of implementation fidelity to determine the sustainability and most efficacious methods for promoting fidelity of trained behavioral interventions. Ultimately, the pyramidal training approach shows great promise but requires further optimization and empirical scrutiny.
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Pyramidal training is an effective model for disseminating behavior analytic skills. However, pyramidal training in research is often conducted in controlled university settings. Further, research that has evaluated the effectiveness of pyramidal training in classroom settings (see Pence et al. 2014) often focuses on improving the use of one procedure (e.g., functional analysis) over a brief period. We conducted this study to evaluate the generalized effectiveness of behavioral skills training within a pyramidal model to improve teacher training skills across five procedures in the classroom setting over a nine-month period. We used behavioral skills training (BST) to train teachers (Tier 1) to implement BST to train teaching assistants (Tier 2) to implement Applied Behavior Analytic (ABA) procedures stimulus-stimulus pairing, multiple stimulus without replacement (MSWO) preference assessment, mand training, discrete trial teaching (DTT), and graphing data. Pyramidal training was effective in increasing teachers’ procedural integrity of BST, and the social validity of the model was apparent in that teacher assistants’ procedural integrity of target ABA procedures increased after Tier 2 training. Teachers required periodic feedback to maintain training skills, train novel procedures, and novel staff. Thus, pyramidal BST was effective to teach new skills, but required ongoing monitoring and feedback to ensure maintenance and generality of training skills.
Challenging behavior exhibited by students in a school setting is one of the most significant obstructions to student learning. These behaviors often warrant specialized interventions delivered by educators in the presence of typically developing peers; however, the availability of personnel to prepare educators to implement said interventions is limited. One viable solution may be to leverage a pyramidal training model in which training is provided in tiers, allowing for more individuals to be trained within a shorter period. In the current study, one researcher utilized pyramidal training to prepare four educators to implement functional communication training without extinction to decrease aggression toward peers for one student in an inclusionary early childhood education setting. With written instruction only (similar to what a teacher might receive as part of a behavior intervention plan), all educators implemented the intervention with low fidelity (M = 15% steps completed correctly). Post-intervention, all educators were able to implement the intervention with the trainer at or above 80% fidelity, and skills improved to 100% fidelity during in situ training with the student. For the student, aggression was completely decreased to zero levels, and functional communication responses increased. Moreover, all results were maintained after the holiday break without additional training. Implications for research and practice will be discussed.
Multiple baseline designs—both concurrent and nonconcurrent—are the predominant experimental design in modern applied behavior analytic research and are increasingly employed in other disciplines. In the past, there was significant controversy regarding the relative rigor of concurrent and nonconcurrent multiple baseline designs. The consensus in recent textbooks and methodological papers is that nonconcurrent designs are less rigorous than concurrent designs because of their presumed limited ability to address the threat of coincidental events (i.e., history). This skepticism of nonconcurrent designs stems from an emphasis on the importance of across-tier comparisons and relatively low importance placed on replicated within-tier comparisons for addressing threats to internal validity and establishing experimental control. In this article, we argue that the primary reliance on across-tier comparisons and the resulting deprecation of nonconcurrent designs are not well-justified. In this article, we first define multiple baseline designs, describe common threats to internal validity, and delineate the two bases for controlling these threats. Second, we briefly summarize historical methodological writing and current textbook treatment of these designs. Third, we explore how concurrent and nonconcurrent multiple baselines address each of the main threats to internal validity. Finally, we make recommendations for more rigorous use, reporting, and evaluation of multiple baseline designs.
This study evaluated the effectiveness of using a university‐based pyramidal approach (i.e., train the trainer) to teach four pre‐service teachers to train another person. These pre‐service teachers were taught to use behavioral skills training (BST) techniques to train other professionals to use an evidence‐based practice. Transfer to a generalization trainee was probed and three participants maintenance of BST fidelity was probed one year later, after the participants had begun teaching. Results indicate that the participants quickly acquired and maintained a high degree of fidelity with BST. Implications for research and practice are discussed.
As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom teacher. After receiving training from a university researcher, a special education teacher trained three paraprofessionals to implement constant time delay while teaching three students with multiple disabilities. The paraprofessional training consisted of a workshop, video modeling, and coaching with performance feedback. A single-case multiple baseline across paraprofessionals design was used to evaluate the effectiveness of the teacher-delivered training package. All paraprofessionals implemented the systematic instructional procedures with high levels of fidelity and accuracy after training. The special education teacher and paraprofessionals shared their perceptions on the highly effective training and value of the study through social validity surveys. Implications and limitations of the study are discussed.
Pyramidal training may offer an efficient approach for disseminating behavior analytic teaching practices into public schools serving students with autism. In this study, we evaluated 16 teachers’ use of behavioral skills training (BST) while they trained paraprofessionals to use discrete-trial teaching (DTT). All paraprofessionals demonstrated high levels of procedural integrity following the training, although six of the 16 teachers received experimenter feedback to increase the integrity of the paraprofessional’s performance. A descriptive assessment of the training indicated that the majority of teachers used vocal instructions, modeling, and role play while training their paraprofessionals to implement DTT but only half of the teachers collected procedural integrity data to monitor the paraprofessionals’ performance. Although all teachers provided feedback to their paraprofessionals during the in situ portion of the training, the teachers were more likely to deliver feedback for errors than for correctly implemented components. These findings suggest that training teachers to implement BST with their paraprofessionals is an effective and socially valid approach to dissemination.
Six caregivers participated in a research study in which behavioral skills training (BST) was used within a pyramidal training model to train a differential reinforcement of an alternative behavior (DRA) procedure. Physical prompting was utilized to obtain correct responses across the identified alternative behavior. The caregivers were split into two tiers, comprised of three caregivers each. The experimenter trained tier‐one caregivers, who then trained tier‐two caregivers after meeting a predetermined mastery criterion. A multiple baseline design across participants research design was used to evaluate the effectiveness of correct implementation of the DRA procedure, demonstrating experimental control across participants. During baseline, caregivers did not implement DRA correctly. Following training, tier‐one and tier‐two caregivers demonstrated correct implementation of the DRA and prompting procedure. Intervention score was (M = 96%), from a baseline score of (M = 34.6%), for tier‐one participants. Intervention score was (M = 96.6%), from a baseline score of (M = 33%), for tier‐two participants. A follow‐up maintenance probe demonstrated correct implementation of the DRA procedure with prompting across both tiers of trained caregivers.
This study evaluated the effects of a pyramidal training approach that used an expert trainer who
taught teachers how to train their paraeducators. Three special education teachers were taught to train four paraeducators to provide students with intellectual and developmental disabilities opportunities to initiate (OTI). A multiple baseline design across participants was used to evaluate the rate and fidelity that paraeducators provided OTI and least to most prompting strategies with students. Rates increased from 0 to an average of .58 per minute. Fidelity of implementation increased from 0% to an average of 94.5%. Maintenance data were recorded for three paraeducators. Schools should consider using this cost and time effective training model with staff.
Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case-design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple-baseline or multiple-probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism spectrum disorder as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean d-Hedges-Pustejovky Shadish effect size was d = 2.48. Behavioral-skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback.
Pyramidal training has been used for many years to expedite training for those who work with individuals with disabilities and utilizes an expert who provides training to a practitioner who then trains another practitioner to implement practices with clients. Fourteen articles were analyzed to investigate the viability of this training approach for practitioners of all types who support individuals with disabilities. Research does support the effectiveness of pyramidal training within the parameters with which it has been evaluated in this review. All Tier 1 participants made improvement; 83% of Tier 2 participants and 43% of individuals with disabilities showed improvement. Future researchers are encouraged to analyze not only the fidelity of the implementation of these practices but also the changes among the individuals with disabilities. To that end, progress monitoring is necessary to determine whether the implementation was the cause for the meaningful gains for the population being served.
Fidelity of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) procedures within schools is critical to the success of the program. Coaching has been suggested as one approach to helping ensure accuracy of implementation of SWPBIS plans. This study used a multiple baseline across participants design to examine the effects of coaching on elementary schools teachers’ implementation of Tier 1 SWPBIS with their general education students. After providing the coach with an initial training on the SWPBIS and coaching procedures, four elementary schoolteachers were provided with side-by-side coaching during whole-class group instruction. Results indicated that there was a functional relationship between coaching and improved SWPBIS fidelity scores. Implications for practice included the need to consider selecting an appropriate person to act as the coach, scheduling difficulties, and the inability to standardize the number of opportunities for teachers to demonstrate some of the skills based on variability in student performance. However, utilizing school personnel to act as SWPBIS coaches may be a viable option to build sustainability and integrity of SWPBIS procedures within schools.
We employed a pyramidal training model (PTM) to teach staff to correctly implement and collect data for trial-based functional analysis (TBFA) in simulated situations. First, we trained four behavioral consultants (BCs) in a group format, who each trained one behavior technician (BT) in an individual format. We utilized a non-concurrent multiple baseline design to evaluate the effect of the training. During generalization probes, participants implemented TBFA with a novel problem behavior.
*This study will contribute to the literature on teaching staff how to conduct TBFA.
*This study demonstrates the application of a two-level PTM.
*This study illustrates how agencies can utilize the Task Analysis Training Protocol within a PTM model to train staff on implementation of TBFA
Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that how educators are trained is a more important consideration than the number of hours they spend in training.
Establishing a process for identifying evidence-based practices (EBPs) in special education
has been a significant advance for the field because it has the potential for generating more
effective educational programs and producing more positive outcomes for students with disabilities.
However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of
implementation. The cross-disciplinary field of implementation science has great relevance for
translating the promise of EBPs into positive outcomes for children and youth with disabilities.
This article examines the history, extent, and limitations of EBPs and describes the emergence and
current state of implementation science as applied in special education. Subsequent articles in this
special issue of Exceptional Children address a range of issues related to implementation science in
special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability,
scaling up, a model for state-level implementation, and fostering implementation through
professional development.
Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators' treatment fidelity, is an evidence-based practice. The purpose of this review was to evaluate the current research on performance feedback as a strategy to promote the implementation of school-based practices. Studies were evaluated according to What Works Clearinghouse (WWC; Kratochwill et al., 2010) technical guidelines for single-case design, utilizing both the design and evidence standards to determine whether studies provided sufficient evidence for the effectiveness of performance feedback. Results indicate that performance feedback can be termed an evidence-based intervention based on criteria set by the WWC. Implications for future research are described.
The increase in the rate of autism diagnoses has created a growing demand for teachers who are trained to use effective interventions. The train-the-trainer model, which involves training supervisors to train others, may be ideal for providing cost-effective training and ongoing support to teachers. Although research supports interventions, such as pivotal response training, as evidence-based, dissemination to school environments has been problematic. This study assessed the benefits of using the train-the-trainer model to disseminate pivotal response training to school settings. A multiple-baseline design was conducted across three training groups, each consisting of one school staff member (trainer), three special education teachers, and six students. Trainers conducted the teacher-training workshop with high adherence to training protocol and met mastery criteria in their ability to implement pivotal response training, assess implementation of pivotal response training, and provide feedback to teachers. Six of the nine teachers mastered all components of pivotal response training. The remaining three teachers implemented 89% of the pivotal response training components correctly. The majority of trainers and teachers maintained their abilities at follow-up. These results support the use of the train-the-trainer model as an effective method of disseminating evidence-based practices in school settings.
Pyramidal training involves an experienced professional training a subset of individuals who, in turn, train additional individuals. Pyramidal training is effective for training a variety of behavior-analytic skills with direct-care staff, parents, and teachers. As teachers’ roles in behavioral assessment increase, pyramidal training may be useful to improve the procedural fidelity with which teachers conduct functional analyses. In the current study, previously trained teachers taught six other teachers (trainees) to conduct standard functional analysis conditions in a pyramidal training model. All trainees quickly acquired the skills necessary to conduct attention, escape, play, and tangible conditions during analog role-plays. Trainees also implemented functional analysis conditions with fidelity in their classrooms with students. Using a pyramidal training model may help to disseminate behavior-analytic procedures.
Preference assessments directly evaluate items that may serve as reinforcers, and their implementation is an important skill for individuals who work with children. This study examined the effectiveness of pyramidal training on teachers' implementation of preference assessments. During experiment 1, 3 special education teachers taught 6 trainees to conduct paired-choice, multiple-stimulus without replacement, and free-operant preference assessments. All trainees acquired skills necessary to implement preference assessments with 90% or greater accuracy during the training sessions and demonstrated generalization of skills to their classrooms or clinic. During experiment 2, 5 teachers who served as trainees in experiment 1 trained 18 preschool teachers. All preschool teachers met the mastery criterion following training. Training teachers to implement preference assessments may increase teachers' acceptance and use of behavior-analytic procedures in school settings.
Research suggests that inexperienced individuals cannot accurately implement stimulus preference assessments given written instructions alone. Training that includes written instructions supplemented with feedback from a professional with expertise in conducting preference assessments has proven effective; unfortunately, expert-facilitated direct training may not be widely available. In the current study, we used multiple baseline designs to evaluate the efficacy of an antecedent-only self-instructional package to train staff members to implement two methods of stimulus preference assessments. Accuracy was low when participants had access to written instructions alone. When access to enhanced written instructions was provided (i.e., technical jargon was minimized; instructions included pictures, diagrams, and step-by-step examples), inexperienced staff accurately implemented the assessments. Results are discussed in terms of opportunities to disseminate behavior-analytic technologies through self-instruction and print resources.
This study replicated a pyramidal model of parent training by peers and compared its effects with training by a professional with 26 parents of children with disabilities. A multiple probe design across 3 tiers of parents showed that both types of training produced acquisition, maintenance, and to varying extents, generalization of parents' teaching skills, with concomitant increases in the children's performance in most cases. Improvements were comparable for parents trained by a professional or by peers, and for parents who did and did not serve as peer trainers.
We implemented a pyramidal training procedure for staff working with individuals who exhibited self-injurious behavior (SIB), aggression, and disruption. Two adults with developmental disabilities and their direct-care staff and supervisors participated. Following successful treatment by the experimenters, two types of baselines were conducted with the clients and their direct-care staff. During an initial baseline, the staff implemented preexisting procedures. Staff members then received instruction on the new treatment procedures using training methods common throughout the institution, and data were collected during this "post-in-service" baseline. Experimenters then taught unit supervisors to implement treatment, collect and interpret data, and provide similar instructions and feedback to the staff members. The supervisor training was implemented in a multiple baseline design across subjects (clients and direct-care staff). Results showed little change following in-service training but noticeable improvements in direct-care staff behaviors and corresponding decreases in the clients' inappropriate behavior following the pyramidal training intervention with supervisors. Six additional clients (along with their direct-care staff and supervisors) participated in pre- and posttreatment replication designs, and their results provided additional support for the efficacy of the supervisor training procedures.
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.
The field of behavior analysis has experienced marked growth in the number of credentialed professionals over the last decade. This growth may have implications for the quality of staff training, performance management, and supervision practices provided in human service settings. The purpose of this survey was to extend DiGennaro Reed and Henley (2015) by surveying credentialed and aspiring behavior analytic professionals on the staff training, performance management, and supervision practices available at their current place of employment. Three main differences were observed in relation to the findings of DiGennaro Reed and Henley. The current findings indicate notable changes in the demographic characteristics of survey respondents. In addition, we observed modest increases in the use of best practices for initial and ongoing training and performance management. Results also indicate several areas of concern regarding the provision of supervisory skills training.• Results revealed improvements in the percentage of respondents who received initial or preservice training compared to DiGennaro Reed and Henley (2015). However, employers primarily rely on instructions and modeling to train their employees.• Findings revealed greater reliance on asynchronous and synchronous online training modalities compared to DiGennaro Reed and Henley (2015).• Results revealed a slight shift in the percentage of respondents who reported receiving ongoing training compared to DiGennaro Reed and Henley (2015). In the present study, BCaBAs and RBTs generally received ongoing training; however, fewer BCBAs reported receiving ongoing training.• The reported use of performance management practices improved compared to DiGennaro Reed and Henley (2015). That is, a higher percentage of respondents reported being observed at work while carrying out their job responsibilities.• Of the respondents who supervise staff, less than half of them reported receiving supervisory skills training. And only half of those respondents reported that their training prepared them to supervise others.
Medical personnel play a critical role in caregiver safe infant sleep education. However, training outcomes in the safe infant sleep training literature have been mixed. Promising approaches that warrant further investigation are the use of behavioral skills training and pyramidal training. The current study consisted of two experiments. Experiment 1 extended Carrow et al. (2020) and Vladescu et al. (2020) by teaching medical students safe infant sleep practices using behavioral skills training. Discriminated responding was examined across trained and untrained environmental arrangements using a multiple‐baseline design. All participants arranged safe sleep environments following behavioral skills training. In Experiment 2, we used pyramidal behavioral skills training to train medical students to teach others safe sleep practices. Results indicated high procedural integrity scores following training and generalization of skills.
This study analyzed the effects of coaching on professionals in related disciplines’ use of differential reinforcement when working with clients with autism spectrum disorder (ASD). Additionally, we examined the effects of the use of differential reinforcement by the therapist before and after coaching on the three clients’ problem behaviors. After being provided with an initial didactic, 1 h training on the differential reinforcement, two speech and language pathologists and one occupational therapist were provided with side-by-side coaching during their identified clients’ sessions. Coaching was in vivo and included praise for correct performance and corrective feedback. A concurrent multiple baseline across participants design was used to demonstrate that coaching was effective in increasing therapists’ accurate use of differential reinforcement. Additionally, there was a reduction in the clients’ problem behaviors. Implications for practice include the need for follow-up training or coaching after initial classroom style trainings and the importance of collaboration across disciplines.
The What Works Clearinghouse (WWC) provides school personnel with information on the amount and quality of evidence for educational programs, policies, and interventions. Over a decade ago, the WWC expanded their review procedures to include single-case research methods. Originally included as pilot standards, the recent updates elevated single-case research to a more prominent role for informing the development of evidence reviews and practice guides. While we applaud the removal of the pilot designation, our review of the updated procedures revealed concerns that, in our estimation, systematically favor studies based on nonexperimental criteria and inadequately address many issues and challenges with single-case research methods while overlooking other important concerns. As such, we are concerned that the current procedures will reduce the quality of information drawn from single-case research and disseminated to school personnel. In the following commentary, we describe these concerns and provide solutions-based recommendations for strengthening the standards and review process.
For more than four decades, researchers have used meta-analyses to synthesize data from multiple experimental studies often to draw conclusions that are not supported by individual studies. More recently, single-case experimental design (SCED) researchers have adopted meta-analysis techniques to answer research questions with data gleaned from SCED experiments. Meta-analyses enable researchers to answer questions regarding intervention efficacy, generality, and condition boundaries. Here we discuss meta-analysis techniques, the rationale for their adaptation with SCED studies, and current indices used to quantify the effect of SCED data in applied behavior analysis.
Single-case experimental designs are often used to examine the efficacy and effectiveness of interventions that are designed to change behaviors so that they are less problematic and more similar to the behavior of typically developing peers. By defining a goal level for the behavior, we were able to develop an effect size based on the percent of goal obtained (PoGO). We discuss methods for determining the goal and methods of estimating PoGO, including those for when there are and are not trends. Applicability is demonstrated using data from single-case experimental design studies of speech production, early literacy, and social skill interventions in the early childhood literature and by comparing PoGO to graphic displays and other summary measures, including Tau-U, NAP, the standardized mean difference, and the log-response ratio. We consider how PoGO could be used in systematic reviews, provide recommendations, and discuss areas in need of research.
This experiment used a pyramidal training model to evaluate the effects of behavioral skills training (BST), delivered in a 1‐time group‐training format, on the extent to which 25 human service staff implemented BST when training others how to implement behavioral procedures. Results indicated that (a) the training workshop increased BST integrity to mastery levels for the majority of participants with varying levels of education, organizational positions, and training experience, (b) the training effects generalized to teaching an untrained skill, and (c) high levels of BST integrity maintained at follow‐up 4 to 6 weeks after training for all 3 participants with whom probes were conducted. Moreover, participants indicated high levels of satisfaction with both the training workshop and BST as a training procedure.
Effective classroom instructional and behavior management is essential to ensure student academic and social success. Foundational strategies such as clear expectations and routines, specific feedback, and high rates of opportunities to respond have strong empirical support, yet are often missing from educator repertoires. In this article, the authors provide a brief rationale for the inclusion of evidence-based practices accompanied with recommended resources to identify current and future practices. In addition, they also provide an overview of effective in-service educator professional development, to ensure evidence-based practices are implemented with fidelity, and recommended systemic strategies that schools and school districts can adopt to support teacher learning. Implications for teacher preparation programs also are discussed.
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.
Functional behavioral assessments are commonly used in school settings to assess and develop interventions for problem behavior. The trial-based functional analysis is an approach that teachers can use in their classrooms to identify the function of problem behavior. The current study evaluates the effectiveness of a modified pyramidal training procedure in which special education program coordinators were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data. After training, the teachers conducted the trial-based functional analysis with over 85% accuracy and demonstrated criterion performance analyzing and graphing data. Accuracy was maintained during in-situ generalization probes conducted with two of the teachers.
A job responsibility of many behavior analysts that can involve significant amounts of time is training human service staff in behavior-change and related procedures. We evaluated a pyramidal approach using behavioral skills training (BST) for a trainer to train multiple staff. The BST skills of 10 practitioners in a human service setting were assessed as they trained a staff person in simulation before and after being trained (with BST) to conduct BST. Results indicated all participants improved their use of BST during the assessments following training and demonstrated proficient application of BST while training a staff person in the regular work setting. Acceptability measures suggested the training process was well received by the participants. Results are discussed regarding practical considerations with BST-based pyramidal training, including the conditions in which this training approach may be most advantageous.
This study examined the effects of coaching on the implementation of functional assessment-based parent intervention in reducing children’s challenging behaviors. A multiple baseline across participants design was used with three parent-child dyads with children between the ages of 2 and 5 years. The intervention consisted of training and delayed coaching to examine the effects of coaching following the training session. Results document that when coaching was provided, parents were able to implement the function-based strategies consistently at a high level, which resulted in the reduction of children’s challenging behaviors. Contributions to the literature, implications, and future directions are discussed.
Performance feedback (PF) has become popular in the school-based literature as a method to increase the treatment integrity of prescribed interven- tions. The current study extracted and aggregated data from single-case studies that used PF in school settings to increase teachers’ use of classroom-based interventions. Results suggest PF is moderately effective at increasing integrity after a new strategy or intervention has been introduced, curbing a general tendency for declining integrity following skill training. The type of skill for which teachers received PF and setting moderated the effect. Important questions remain, however, regarding the use of PF in schools and the most effective method for its implementation.
We taught 6 supervisors of a residential service provider for adults with developmental disabilities to train 9 house managers to conduct trial-based functional analyses. Effects of the training were evaluated with a nonconcurrent multiple baseline. Results suggest that house managers can be trained to conduct trial-based functional analyses with a high degree of procedural fidelity.
Teacher preparation programs are under scrutiny for their role in the troubled American educational system. Thus, teacher educators must encourage teachers to use effective teaching practices. One technique for increasing use of effective practices is providing feedback to teachers on both newly acquired and ingrained teaching behaviors. To determine attributes of effective performance feedback, a systematic search for empirical literature was completed. Analysis of the ten identified studies indicates attributes of feedback that have been studied fall into categories of (a) nature of feedback, (b) temporal dimensions of feedback, and (c) who gives feedback. Through this review, attributes of feedback were classified as either promising or effective practice in changing specific teaching behaviors. Only immediate feedback was identified as an effective attribute. Promising practices for feedback to teachers included feedback that was specific, positive, and/or corrective. These findings, recommendations and directions for additional research in feedback and teacher preparation are discussed.
Behavior analysts in human service agencies are commonly expected to train support staff as one of their job duties. Traditional staff training is usually didactic in nature and generally has not proven particularly effective. We describe an alternative, evidence-based approach for training performance skills to human service staff. The description includes a specific means of conducting a behavioral skills training session with a group of staff followed by on-the-job training requirements. A brief case demonstration then illustrates application of the training approach and its apparent effectiveness for training staff in two distinct skill sets: use of most-to-least prompting within teaching procedures and use of manual signs. Practical issues associated with applying evidence-based behavioral training are presented with a focus on providing training that is effective, efficient, and acceptable to staff trainees.
It is known that studies with statistically significant results have a higher probability to be published (publication bias). Therefore, studies with no statistically significant differences (or not favoring the investigational drug) may not be found in commonly accessed databases and remain unpublished. Moreover, unpublished data may also refer to information that are not included in study reports published in scientific journals but that may be important to estimate study outcomes. Retrieving unpublished evidence represents a compelling challenge for researchers, and in the present paper we explore how to do it.
This study evaluated an indirect method of training 45 institutional direct care staff to conduct behavioral programs. Three supervisors were trained to improve teaching behaviors (instructions, prompts, and consequence) used by the direct care staff while working with severely and profoundly handicapped residents. In addition to training, daily feedback was provided to supervisors regarding performance of their staff. Results of a multiple baseline analysis across teaching behaviors (instructions, prompts, and consequences) and content areas (communication and gross motor skills) showed that providing training and feedback to supervisors resulted in increases in correct teaching behavior by direct care staff. However, teaching behavior newly learned in one content area (communication) did not generalize to the other area (gross motor skills). Data collected on resident behavior showed small but noticeable improvement in terms of correct responses and attending behavior during programming. Results are discussed in terms of the benefits of a pyramidal approach to training institutional staff.
Evaluated an intervention package for increasing requesting opportunities in special education classrooms. Five teachers, serving 26 children with moderate to severe disabilities, received in-service training, consultation, and feedback on the use of three strategies designed to create opportunities for requesting (i.e., missing item, interrupted chain, delayed assistance). Observations were conducted in a multiple-baseline across classrooms design to record the number and types of opportunities provided by each teacher. During baseline, few opportunities for requesting were observed. The number of opportunities for requesting and the number of correct student responses increased during intervention. Opportunities continued to be provided during generalization and follow-up sessions. The study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communication into the natural environment.
Pyramidal training of an in-home skill acquisition program
- A Cutone
Pyramidal training for supervisors and caregivers of aging adults
- R D Haynes
A pyramidal approach using behavioral skills training to teach special education candidates the time delay instructional technique via distance technology
- R C Y Heine
Effects of pyramidal training on school psychologist and teacher implementation of trial-based functional analysis
- A F Haider
Effects of pyramidal behavior skills training on the procedural integrity of school staff when delivering functional communication training to students
- E B Mcclure
Aspiring supervisor training: Implementing a training package to instruct evaluating ethical scenarios
- J Piazza
A comprehensive evaluation of a pyramidal behavioral skills training approach for training a classroom behavior management system
- T C Ré
Pyramidal behavior skills training: Teaching registered behavior technicians to train caregivers to use a differential reinforcement of alternative behaviors intervention
- J D Tucker
Preparing behavioral interventionists for individuals with autism spectrum disorder via telepractice
- L C Neely