Effectiveness of instruction and video feedback on staff's trainer behavior during one-to-one training with children with severe intellectual disabilities.

摘要

In this study, the effectiveness of instruction and video feedback on response prompting and trainer behavior of direct-care staff during one-to-one training with five children with severe intellectual disability was assessed. During instruction, written information and verbal instruction were given concerning correct and incorrect trainer behavior and response prompting. Video feedback consisted of (a) interrupting a video presentation if an error occurred, (b) providing positive feedback, and (c) prompting the trainer to avoid errors or omissions. The results showed that instruction resulted in an improvement (though not significantly) in correct trainer behavior while video feedback was significantly effective in improving correct trainer behavior. Results were maintained at a 5-week follow-up.