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General Case Quasi-Pyramidal Staff Training to Promote Generalization of Teaching Skills in Supervisory and Direct-Care StaffUniversity of Toronto
University of Nevada at Reno
Surrey Place Center
Oakdale Child and Family Service
Hamilton Health Sciences Corporation The authors employed staff training strategies designed to enhance generalization of teaching skills in staff working with persons with developmental disabilities. Staff training consultants initially employed a general case training approach involving the use of specially selected client program exemplars to provide three supervisory staff with generalized teaching skills. Subsequently, supervisory staff used the general case approach to train teaching skills to direct-care staff, with staff training support from the consultants (quasi-pyramidal training). Supervisors showed improvement in teaching skills after supervisory staff training, but only one of the three supervisors exceeded 70% correct skill use. After participating in the training of their own staff, however, supervisors demonstrated further improvements in skill use. All direct-care staff showed improvement after quasi-pyramidal training, with seven of the nine staff exceeding 70% correct skill use. General case quasi-pyramidal training appears to have potential as a strategy for promoting generalization of staff teaching skills in both trainees and trainers.
Behavior Modification, Vol. 25, No. 2,
233-254 (2001) |
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