VI. Participant will demonstrate knowledge and skill in providing feedback to trainees.

3. Providing Feedback During an Observation:

During an observation in the classroom you may choose to pull the trainee from the activity and provide initial feedback then have him/her return to the activity and incorporate your suggestions, or you may decide to wait until the end of the activity to provide feedback. You may want to intervene during the activity if you observe two errors in the same category (if this is not disruptive to the activity). The following steps are helpful to providing feedback and shaping performance in the classroom.

• Verbally prompt the trainee (i.e., "You are repeating your cue. Be sure to give the initial cue only one time" or "Don't forget to use social reinforcement at the end of your correction procedure").
• Should the trainee correct themselves on the next trial, you should specifically reinforce them for the appropriate response (i.e., "That was a complete correction procedure").
• Should the trainee repeat the error, you will need then to model the appropriate response (i.e., show them or tell them what or how they should do the skill).
• Now it is the trainees turn again. If they now correct themselves you will provide reinforcement.
• If the person repeats the error, employ an alternate procedure. This is essentially the same strategy that you employ when a student is having problems. The type of error the person is making and what you already know about that person will determine the specific strategy that you use. Possible strategies include: continued modeling, observing, having the person conduct a simpler program or facilitating an easier activity.