Date of Submission

2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski, Ph.D., NCSP, BCBA-D

First Advisor

Amanda Fisher, Ph.D., BCBA-D

Second Advisor

Virginia Burks Salzer, Ph.D.

Third Advisor

Bruce Tinor, Ed.D., BCBA

Abstract

This study examined the effects of fluency-based training on staff implementation of crisis management procedures in a center-based public school serving students with exceptionalities. Using a single-case multiple baseline design across three targeted skills—1-Person Stability Hold, 2-Person Stability Hold, and Forward Transport—the study measured changes in staff accuracy, confidence, and injury frequency. Six staff members participated, all of whom were Registered Behavior Technicians or Personal Care Assistants certified in Safety-Care® procedures. The intervention incorporated Behavior Skills Training (BST), enhanced with repeated trials and immediate feedback until participants achieved fluency, which was defined as five consecutive error-free trials. Results demonstrated immediate and significant improvements in procedural accuracy across all participants and skills following the introduction of fluency-based training. Accuracy gains ranged from 30% to 55%, and several participants met fluency criteria within just two sessions. Confidence ratings also increased substantially, with high PND values supporting treatment effectiveness. Injury outcomes were mixed, though promising reductions were noted for some individuals. Additionally, participants maintained skill proficiency and successfully generalized performance to untrained but related crisis procedures. Findings underscore the value of fluency-based training in promoting consistent, confident, and generalizable staff performance in high-risk educational environments. Although limitations such as staff fatigue and variable injury documentation were noted, the study supports fluency training as a scalable model for improving safety and implementation fidelity in special education settings. Recommendations for future research include refining baseline stability criteria, improving injury tracking systems, and exploring training generalization across multiple school sites.

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