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TRAINING SUPPORT STAFF TO EMBED TEACHING WITHIN NATURAL ROUTINES OF YOUNG CHILDREN WITH DISABILITIES IN AN INCLUSIVE PRESCHOOL
Author(s) -
Schepis Maureen M.,
Reid Dennis H.,
Ownbey Jean,
Parsons Marsha B.
Publication year - 2001
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2001.34-313
Subject(s) - psychology , training (meteorology) , intervention (counseling) , medical education , teaching staff , professional development , pedagogy , medicine , physics , psychiatry , meteorology
We evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. The program involved classroom‐based instruction, role playing, and feedback regarding how to effectively prompt, correct, and reinforce child behavior. Descriptions of naturally occurring teaching opportunities in which to use the teaching skills were also provided. Following classroom training, brief on‐the‐job training was provided to each staff member, followed by on‐the‐job feedback. Results indicated that each staff member increased her use of correct teaching procedures when training was implemented. Improvements in child performance accompanied each application of the staff training program. Results are discussed in terms of using effective staff training as one means of increasing the use of recommended intervention procedures in inclusive settings. Areas for future research could focus on training staff to embed other types of recommended practices within typical preschool routines involving children with disabilities.