Effectiveness of instruction and video feedback on staff's use of prompts and children's adaptive responses during one-to-one training in children with severe to profound intellectual disability.
Brief teaching plus short, personal video clips rapidly lifts staff prompting skill and student responses in severe-ID classrooms.
01Research in Context
What this study did
Four staff-child pairs took part. Each child had severe to profound intellectual disability.
Workers first got a short lesson on how to prompt. Then they watched short clips of their own teaching. The clips showed what they did right and wrong.
The study used a multiple baseline across staff. This means the video feedback started at different times for each pair.
What they found
Right after the video feedback began, staff prompting scores jumped. The gains were large and stayed high.
Children also showed more correct responses. Better staff prompts led to better child learning during one-to-one work.
How this fits with other research
Petscher et al. (2006) got similar staff gains with only self-monitoring and prompts. The new study shows video adds power without extra class time.
Phaneuf et al. (2007) used generic training videos for moms. van Vonderen et al. (2010) moved past that. Personal clips of each worker beat one-size-fits-all models.
Cameron et al. (1996) tried an older lesson plan and saw only tiny staff changes. The 2010 video package replaces that weak method with clear, strong gains.
Long et al. (2026) later used the same video loop in autism screening clinics. The idea travels well beyond the classroom.
Why it matters
You can copy this in one afternoon. Record a five-minute trial, watch it with the aide, point out two good prompts and one fix, then run the next trial. No long lectures. No big cost. Expect quick gains for both staff and kids with severe ID.
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02At a glance
03Original abstract
Although relatively many studies have addressed staff training and its effect on trainer behavior, the effects of staff training on trainee's adaptive behaviors have seldom been examined. We therefore assessed effectiveness of staff training, consisting of instruction and video feedback, on (a) staff's response prompting, and (b) staff's trainer behavior during one-to-one training with four direct-care staff who acted as trainers. Next to this, we evaluated the effects of staff training on adaptive skills in four children with severe to profound intellectual disability. A non-concurrent multiple baseline design across staff-trainee dyads was used. Intervention resulted in an immediate and substantial increase in percentage correct response prompting and percentage correct trainer behavior by staff. The intervention was also effective in increasing percentage of trainee's correct responses. Staff rated instruction and video feedback as effective and acceptable. Results are discussed in terms of their implications for future research.
Research in developmental disabilities, 2010 · doi:10.1016/j.ridd.2010.02.008