Instruction and video feedback to improve staff's trainer behaviour and response prompting during one-to-one training with young children with severe intellectual disability

Abstract

We investigated the effectiveness of instruction and video feedback on correct trainer behaviour and the use of prompt sequences of 10 direct-care staff during one-to-one training with 10 young children with severe intellectual disability. Following baseline, trainers received instruction (written and verbal) concerning (in)correct trainer behaviour and response prompting. Then, video feedback was implemented and consisted of (a) interrupting a video presentation if an error occurred, (b) providing positive feedback, and (c) prompting the trainer to avoid errors or omissions. Data were collected in a non-concurrent multiple baseline design. The results showed that instruction and video feedback were highly effective in improving correct trainer behaviour. During baseline, trainers were inconsistent in their use of prompt sequences (21 correct prompt sequences were used as well as 17 incorrect prompt sequences). The intervention was effective in decreasing the number of incorrect prompt sequences. The trainers rated instruction and video feedback as an acceptable and effective intervention.