Post-training discrete-trial teaching performance by instructors of young children with autism in early intensive behavioral intervention.

Abstract

The current study examined instructors' discrete-trial teaching responses after a performance-based training procedure in which instructors were required to demonstrate criterion-level performance on written and oral quizzes and on performance demonstrations. Twelve discrete-trial teaching responses were labeled and operationally defined. Post-training measures of the target responses were obtained during home-based early intervention teaching sessions with young children with autism. The director provided discrete-trial performance feedback to the instructor after each session. Mean accuracy of performance for the instructors was 92% or above across 10 sessions. These data were contrasted with the substantially lower levels of accuracy from normative data of instructors conducting sessions in a comparable setting. These data suggest the importance of requiring criterion-level performance during training. Keywords: autism; discrete-trial teaching; early intensive behavioral intervention; staff training. ********** The purpose of the current study was to examine instructors' discrete-trial teaching performance with young children with autism after a training procedure that included a stringent accuracy criterion was implemented. Training to criterion is not typically established in the staff training literature (Matson, 1990). Discrete-trial teaching is an instructional method that incorporates the principles of applied behavior analysis by breaking down complex tasks into small units and presenting them in a simplified, repeated manner to facilitate learning (Green, 1996; Newman, Reeve, Reeve, & Ryan, 2003; Sarokoff & Sturmey, 2004; Sundberg & Partington, 1998). Discrete-trial teaching is used to: (a) allow data collection and assessment of learner and instructor behavior, (b) clarify what is expected of the learner and instructor, and (c) maintain consistent teaching conditions and requirements. Green (1996) and Smith (2001) noted that discrete-trial teaching is an effective strategy for teaching new skills with children with autism. In the present study, instructors were trained to emit discrete-trial teaching responses using staff training procedures established and accepted in the literature, including verbal, written, and video instructions; modeling; role-playing; in-vivo practice; and performance feedback (Gardner, 1972; Gladstone & Spencer, 1979; Harris, Bushell, Sherman, & Kane 1975; Johnson & Fawcett, 1994; Kazdin & Moyer, 1976; Kissel, Whitman, & Reid, 1983; Koegel, Russo, & Rincover, 1977; Reid & Green, 1990, Sepler & Meyers, 1978). Following training, accuracy of discrete-trial teaching behavior was assessed during home-based teaching sessions for young children with autism. Feedback for teaching performance was presented following each teaching session during the Post-training phase. Method Participants Three special education instructors (22 to 45 years old) of children with autism participated in the study. All participants were informed of the nature of their participation and provided consent for their participation. The instructors were employed through an early intensive behavioral intervention agency that served children with autism and their families. The instructors were not previously trained in using behavior analytic methods. The children served by the agency were 2 to 3 years old, and were diagnosed with an autistic-spectrum disorder, as documented by a physician and psychologist. For purposes of the current study, two male children with autism were involved during instructor training sessions. Each child was allotted 20 hours/week of behavior analytic services delivered by special educators. Setting The study took place in the urban homes of children participating in a home-based early intensive behavioral intervention program for children with autism. The areas of the homes used during teaching sessions were arranged prior to conducting teaching sessions. …