In the United States, during the 2015–2016 school year, approximately 50,000 students with developmental, intellectual, emotional, and multiple disabilities received their educational services in alternative education programs. Many school districts report an openness to accepting students from alternative education programs back into the public-school system. Therefore, teachers in alternative education programs should be trained to implement evidence-based classroom management strategies that can generalize to a less restrictive educational environment. This three-experiment project evaluated a pyramidal competency-based training procedure across three tiers of participants. In Experiment 1, three special education teachers were taught to implement a classroom management system and how to train others to implement that system. Then, in Experiment 2, the teachers trained a total of six classroom assistants to implement the required procedures. Once all staff members in a classroom met a predetermined criterion during role-play scenarios, the classroom management system was then implemented in three classrooms with two to four students per classroom to evaluate the accuracy of implementation by classroom staff members and its effects on student behaviors of vocal disruptions and hand-raising (Experiment 3). Results indicated that pyramidal competency-based training was an effective training modality, in that one expert could train a group of staff, who could then go on to train another group of staff, and that implementation could be done with fidelity. Data also suggested that staff were able to employ a classroom management system with high levels of accuracy, resulting in varying degrees of student behavior change. Benefits of the pyramidal competency-based training modality will be discussed, as well as, directions for future research in supporting effective transitions out of alternative education programs for students with disabilities.
|Advisor:||Griffith, Annette K.|
|Commitee:||Ackerlund Brandt, Julie, Jansz Rieken, Chrystal|
|School:||The Chicago School of Professional Psychology|
|Department:||Applied Behavioral Analysis|
|School Location:||United States -- Illinois|
|Source:||DAI-A 81/3(E), Dissertation Abstracts International|
|Subjects:||Special education, Teacher education, Behavioral psychology|
|Keywords:||Alternative education program, Classroom management, Competency-based training, Pyramidal Behavioral Skills Training|
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