Ducharme J M, Williams L, Cummings A, Murray P, Spencer T
University of Toronto.
Behav Modif. 2001 Apr;25(2):233-54. doi: 10.1177/0145445501252004.
The authors employed staff training strategies designed to enhance generalization of teaching skills in staff working with persons with developmental disabilities. Staff training consultants initially employed a general case training approach involving the use of specially selected client program exemplars to provide three supervisory staff with generalized teaching skills. Subsequently, supervisory staff used the general case approach to train teaching skills to direct-care staff, with staff training support from the consultants (quasi-pyramidal training). Supervisors showed improvement in teaching skills after supervisory staff training, but only one of the three supervisors exceeded 70% correct skill use. After participating in the training of their own staff, however, supervisors demonstrated further improvements in skill use. All direct-care staff showed improvement after quasi-pyramidal training, with seven of the nine staff exceeding 70% correct skill use. General case quasi-pyramidal training appears to have potential as a strategy for promoting generalization of staff teaching skills in both trainees and trainers.
作者采用了员工培训策略，旨在提高与发育障碍患者一起工作的员工的教学技能泛化能力。员工培训顾问最初采用了一般案例培训方法，即使用特别挑选的客户项目范例，为三名督导人员提供泛化教学技能。随后，督导人员在顾问的员工培训支持下（准金字塔式培训），使用一般案例方法对直接护理人员进行教学技能培训。督导人员在接受督导人员培训后教学技能有所提高，但三名督导人员中只有一人的技能正确使用率超过了70%。然而，在参与对自己员工的培训后，督导人员在技能使用方面有了进一步提高。所有直接护理人员在准金字塔式培训后都有进步，九名员工中有七人的技能正确使用率超过了70%。一般案例准金字塔式培训似乎有潜力作为一种策略，促进学员和培训人员的员工教学技能泛化。
