Training Supervisors to Provide Performance Feedback Using Video Modeling with Voiceover Instructions

Abstract

Supervisors commonly use feedback to teach staff members to implement behavioral interventions. However, few studies have evaluated methods to teach supervisors to provide effective feedback. We used a multiple-baseline design to evaluate the use of video modeling with voice-over instruction to train 4 supervisors to provide performance feedback to a confederate therapist implementing a guided-compliance procedure. We assessed supervisors' accuracy with implementing 8 feedback component skills during scripted role-plays before and after video modeling. We also assessed the extent to which supervisors' skills generalized when providing feedback to a confederate therapist implementing novel behavioral procedures (i.e., discrete-trial training and mand training) and an actual therapist implementing the guided-compliance procedure with a child with autism. All supervisors mastered the feedback component skills following video modeling. Overall, the results of the current study suggest that video modeling may be an efficacious and efficient method to train supervisors.

Keywords: Guided-compliance procedure; Performance feedback; Staff training; Supervision; Video modeling.

Fig. 1

Percentage of mastered component skills for Supervisor 1 (first panel) and Supervisor 2 (third panel) across baseline, video-modeling, posttraining, and follow-up sessions. Accuracy of individual component skills (as defined in Table 1) across sessions for Supervisor 1 (second panel) and Supervisor 2 (fourth panel)

Fig. 2

Percentage of mastered component skills for Supervisor 3 (first panel) and Supervisor 4 (third panel) across baseline, video-modeling, posttraining, and follow-up sessions. Accuracy of individual component skills (as defined in Table 1) across sessions for Supervisor 3 (second panel) and Supervisor 4 (fourth panel)