Abstract
Previous research has evaluated applied behavior analysis (ABA) interven- tions targeting environmental modifications in different dependent-care set - tings. In this study, we implemented several procedures for training practi- tioners to improve appearance, organization, and safety of their classrooms at a school for children with intellectual and developmental disabilities. Im- plemented in a multiple baseline design across classrooms, positive results were achieved by combining task directives, daily supervision, and graphic performance feedback. Classroom staff was able to maintain their classrooms favorably two-weeks post-intervention. We discuss implications of the study for planning and implementing environmental-change procedures within educational settings.
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