Student learning as the basis for reinforcement to the instructor

The present study reinforced the two instructors of two students with profound mental retardation first for the instructors' training behaviors, then for improved student learning in a multiple baseline across responses design. Reinforcement of the instructors' training behaviors increased their training behaviors, replicating the findings of previous studies, but had no effect on student learning. When the reinforcement for the instructors was instead made contingent upon student learning, the student learning improved and the instructors' high level of training behaviors was maintained. In addition, the instructors began to request training for themselves. These findings suggest that staff motivation programs for instructors might usefully base the reinforcers not only on the instructor's performance, but on the progress of their students.