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Using In-Vivo Modeling and Feedback to Teach Classroom Staff to Implement a Complex Behavior Intervention Plan

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Abstract

Behavior intervention plans (BIPs), implemented with high treatment integrity, are effective in decreasing challenging behaviors in individuals with autism spectrum disorder (ASD). High treatment integrity requires staff training such as Behavioral Skills Training (BST). Modeling and feedback alone, however, have been shown to be briefer and as effective as BST. Due to limited resources educational settings may prefer briefer training models to train staff to implement BIPs. This study used only two of the BST components, in-vivo modeling and feedback, to train three classroom staff members to implement a complex BIP. All three staff acquired the skills rapidly.

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Acknowledgements

We thank all staff who participated and welcomed us in their classroom.

Author information

Authors and Affiliations

  1. Department of Psychology, The Graduate Center, City University of New York, New York, NY, USA

    Maya S. Madzharova & Peter Sturmey

  2. Department of Psychology, Queens College, City University of New York, 65-30 Kissena Boulevard, Flushing, NY, 11367, USA

    Maya S. Madzharova & Peter Sturmey

  3. Applied Behavior Analysis Laboratory, New York State Institute For Basic Research, Staten Island, New York, USA

    J. Helen Yoo

Authors
  1. Maya S. Madzharova
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  2. Peter Sturmey
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  3. J. Helen Yoo
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Corresponding author

Correspondence to Maya S. Madzharova.

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Funding

This study was funded by the New York State Education Department to the New York State Office for People With Developmental Disabilities (grant number MOU #98–0045).

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

The experimenters followed all the ethical guidelines for this project by submitting its protocol to both institutions associated with it. The project was reviewed by two separate Institutional Review Boards (IRBs) from Queens College and The New York State Institute For Basic Research. Both boards deemed the project "not research", which means that we did not have to collect individual consent from the staff to have them participate in the training because receiving the training was part of staff's job responsibilities.

Conflict of Interest

Maya S. Madzharova, Peter Sturmey, and J. Helen Yoo declare that they have no conflicts of interest.

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Madzharova, M.S., Sturmey, P. & Helen Yoo, J. Using In-Vivo Modeling and Feedback to Teach Classroom Staff to Implement a Complex Behavior Intervention Plan. J Dev Phys Disabil 30, 329–337 (2018). https://doi.org/10.1007/s10882-018-9588-y

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  • DOI: https://doi.org/10.1007/s10882-018-9588-y

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