Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001).
Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool.
Journal of Applied Behavior Analysis,
34, 313-327.
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.
DESCRIPTORS: _embedded teaching, preschool, staff training, severe disabilities