Abstract
Objective: This study investigated the differential effects of self-management and supervisory feedback on the acquisition and maintenance of accurate use of response prompts by five trainers who provided communication training to individuals with severe intellectual disability.
Methods: A counterbalanced design was used. For three trainers the self-management condition was first in effect followed by the supervisory feedback condition. For the two other trainers this order was reversed.
Results: Results revealed that for three trainers there was a statistically significant difference between the two conditions, favouring supervisory feedback. For the other two trainers, self-management and supervisory feedback were equally effective in establishing accurate use of response prompts. Acceptability ratings from trainers suggest a preference for self-management over supervisory feedback.
Conclusion: For three out of five trainers supervisory feedback was more effective in improving implementation of the communication intervention (i.e. response prompting) than self-management.
