On-the-job Training of Special Education Staff: Teaching the Simultaneous Prompting Strategies

Abstract

The aim of this study is to analyze the effectiveness of staff training on discrete-trial teaching (DTT). Multiple baseline design across subjects was used in order to analyze the effect of the training program on the educators performance on probing and intervention implementation. For teaching these two skills, presentation of an information manual, live model and error correction including feedback giving through video were used. The results showed that the percentage of correct response related to probing and training skills through simultaneous prompting was 100% among all participants. Students who were instructed by these educators also reached 80-100% correct responding level in terms of the skill taught. Follow-up data was collected 4-8 weeks after the completion of the process and it was seen that the participants partially maintained the skills acquired. Social validity data was collected in order to assess opinions of the participants about the survey.