Erin Seligson Petscher & Jon S. Bailey. (2006)
Effects of training, prompting, and self-monitoring
on staff behavior in a classroom for students with disabilities.
Journal of Applied Behavior Analysis,
39, 215-226.
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.
DESCRIPTORS: staff training, self-monitoring, tactile prompt, classroom management