Abstract
The pyramidal training or train‐the‐trainer model is a method of training in which a professional teaches a skill to a small group of individuals who then teach that skill to another set of individuals. This model has demonstrated efficacy to teach several behavioral intervention techniques to parents, teachers, and direct care staff in a timely manner. The purpose of the present study was to extend the literature on pyramidal training to teach implementation of the first four phases of the Picture Exchange Communication System (PECS) to university students working with a confederate learner. We used a multiple baseline across participants design (Tier 1 and 2) and a non‐concurrent multiple baseline design (Tier 3) to demonstrate the efficacy of this model. Results replicate and extend the literature on pyramidal training. Discussion focuses on implications and limitations to be addressed in future work. Copyright © 2016 John Wiley & Sons, Ltd.
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