MAINTAINING INSTRUCTIONAL BEHAVIOR AFTER ON-THE-JOB TRAINING WITH PROCESS-BASED PERFORMANCE FEEDBACK

Maintenance was examined after two instructors received on-the-job tra ining with verbal process-based feedback (i.e., feedback emphasizing i nstructor performance over client behavior). During process-based feed back, instructors were taught to accurately perform a modified Distar( R) Language program with a school-aged child with autism. A maintenanc e condition followed, during which feedback was no longer provided exc ept for basic outcome feedback generated by the instructors themselves . instructor and child behavior levels, performance error, and rates w ere measured in a multiple baseline design and reported during 15 week s. Results show that instructor and child behavior were maintained aft er training concluded. Given previous findings, these results suggest that if instructors are first trained to perform accurately, then main tenance with minimal feedback is more likely to occur.