Improving Appearance, Organization, and Safety of Special Education Classrooms: Effects of Staff Training in a Human Services Setting

Previous research has evaluated applied behavior analysis (ABA) interventions targeting environmental modifications in different dependent-care settings. In this study, we implemented several procedures for training practitioners to improve appearance, organization, and safety of their classrooms at a school for children with intellectual and developmental disabilities. Implemented in a multiple baseline design across classrooms, positive results were achieved by combining task directives, daily supervision, and graphic performance feedback. Classroom staff was able to maintain their classrooms favorably two-weeks post-intervention. We discuss implications of the study for planning and implementing environmental-change procedures within educational settings.