Increasing the Assessment Probe Performance of Teacher Aides through Written Prompts

R. Bruce Reinoehl, James W. Halle

Research output: Contribution to journalArticlepeer-review


Two supervisory procedures for promoting the conduct of in vivo probes by six special education teacher aides were examined. The first procedure served as baseline and consisted of inservice training, self-regulated probing and data recording, and incidental modeling by the primary investigator. This procedure produced poor probing performance, reflecting inconsistency, low frequency, and differential sensitivity toward the three participating students. The second procedure consisted of the addition of delivering data cards to aides, thus prompting them to conduct daily probes. This additional component resulted in a 53% increase in the level of probing and was accompanied by less variability, higher sustained rates of probing, and more equitable probing of the students. Two types of reversal probes produced evidence that (a) the investigator's absence and (b) his presence without delivering cards occasioned low performance levels. Both conceptual (stimulus-control analysis) and applied (aides' preference for students) implications are discussed.

Original languageEnglish (US)
Pages (from-to)32-42
Number of pages11
JournalResearch and Practice for Persons with Severe Disabilities
Issue number1
StatePublished - Mar 1994


  • antecedent intervention
  • compliance
  • direct care staff
  • reactivity
  • staff management
  • stimulus control
  • supervision

ASJC Scopus subject areas

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health


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