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EFFECTS OF TRAINING, PROMPTING, AND SELF‐MONITORING ON STAFF BEHAVIOR IN A CLASSROOM FOR STUDENTS WITH DISABILITIES
Author(s) -
Petscher Erin Seligson,
Bailey Jon S.
Publication year - 2006
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.2006.02-05
Subject(s) - token economy , multiple baseline design , baseline (sea) , psychology , security token , intervention (counseling) , training (meteorology) , applied psychology , self monitoring , medical education , service (business) , reinforcement , computer science , medicine , social psychology , psychiatry , computer security , oceanography , physics , economy , geology , meteorology , economics
This study extended the limited research on the utility of tactile prompts and examined the effects of a treatment package on implementation of a token economy by instructional assistants in a classroom for students with disabilities. During baseline, we measured how accurately the assistants implemented a classroom token economy based on the routine training they had received through the school system. Baseline was followed by brief in‐service training, which resulted in no improvement of token‐economy implementation for recently hired instructional assistants. A treatment package of prompting and self‐monitoring with accuracy feedback was then introduced as a multiple baseline design across behaviors. The treatment package was successfully faded to a more manageable self‐monitoring intervention. Results showed visually significant improvements for all participants during observation sessions.