Abstract
The effectiveness of a behavior intervention package depends heavily on the ability of authentic educators to implement procedures with fidelity. However, much of the training literature focuses on teaching educators to implement procedures with relatively few components (Kirkpatrick Journal of Behavioral Education 28(3): 344–361, 2019). We used a multiple probe across participants design to evaluate the effects of intensive coaching on educator fidelity of a comprehensive, function-based intervention package (skill-based treatment; Hanley Journal of Applied Behavior Analysis 47(1): 16–36, 2014) for three public school staff members with no previous training in applied behavior analysis. Relative to a workshop-style behavioral skills training session, intensive coaching increased educators’ fidelity to criterion levels. Criterion fidelity in one or both major intervention intervals generalized from implementation with an actor to implementation with a target student, and subsequently to implementation with the student in his regularly assigned classroom. Staff reported the training package to be feasible and the intervention to be effective for improving their student’s behavior.
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Acknowledgements
We thank Sunya Fareed for her assistance with data collection and the participating educators for their time and effort dedicated to this project
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Appendix: Rated Statements Included in Social Validity Surveys
Appendix: Rated Statements Included in Social Validity Surveys
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1.
This training was relevant to my needs and to my students’ needs.
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2.
This training should prove effective in teaching new skills to educators.
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3.
I would suggest this training to other educators.
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4.
This training is consistent with the type of in-service training I have received.
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5.
If you answered ‘disagree’ or ‘strongly disagree,’ what made this different?’
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6.
The materials and activities facilitated my learning.
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7.
I think that SBT is an effective treatment.
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8.
It seems feasible to implement SBT.
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9.
I feel confident in my ability to implement SBT after this training.
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10.
*The amount of time required for the training was appropriate.
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11.
*If you answered ‘disagree’ or ‘strongly disagree,’ please explain why.
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12.
*I felt a low level of stress during the training session(s).
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13.
What was the most helpful about the training?
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14.
How could we improve the training?
Note. Items with asterisks were only included after the intensive coaching phase; SBT Skill-based treatment.
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Pollack, M.S., Staubitz, J.L. & Lloyd, B.P. Effects of Intensive Coaching on Educator Implementation of a Comprehensive Function-Based Intervention Package. J Behav Educ 32, 334–361 (2023). https://doi.org/10.1007/s10864-021-09446-1
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DOI: https://doi.org/10.1007/s10864-021-09446-1