ERIC Number: EJ1038129
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 29
Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training
Pence, Sacha T.; St. Peter, Claire C.; Giles, Aimee F.
Journal of Behavioral Education, v23 n1 p132-149 Mar 2014
Pyramidal training involves an experienced professional training a subset of individuals who, in turn, train additional individuals. Pyramidal training is effective for training a variety of behavior-analytic skills with direct-care staff, parents, and teachers. As teachers' roles in behavioral assessment increase, pyramidal training may be useful to improve the procedural fidelity with which teachers conduct functional analyses. In the current study, previously trained teachers taught six other teachers (trainees) to conduct standard functional analysis conditions in a pyramidal training model. All trainees quickly acquired the skills necessary to conduct attention, escape, play, and tangible conditions during analog role-plays. Trainees also implemented functional analysis conditions with fidelity in their classrooms with students. Using a pyramidal training model may help to disseminate behavior-analytic procedures.
Descriptors: Functional Behavioral Assessment, Training Methods, Inservice Teacher Education, Fidelity, Role Playing, Instructional Effectiveness
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A