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If many people with disabilities are to experience the benefits of positive behavior support (PBS), personnel in human service settings must be well versed in the values and practices of this approach. We describe a curriculum and methodology used to train supervisors in aspects of PBS on a statewide basis. The curriculum incorporated values of person-centered planning, ecologically valid practices, and principles of adult learning in conjunction with competency-and performance-based training. Selected components of the curriculum were initially evaluated experimentally with 12 supervisors. Observations during role-play activities and on-the-job applications indicated that the supervisors acquired the skills addressed in the training. Subsequently, the entire curriculum, which targeted 26 sets of skills related to PBS and involved 4 days of classroom training and 1 day of on-the-job training, was implemented with 386 supervisors across the state of South Carolina. Eighty-five percent of the supervisors successfully completed the training by demonstrating pre-established mastery-level performance for each set of skills. Acceptability measures suggested that all the trainees found the training useful, and 99.6% reported that they would recommend the training to other personnel. Results of the project are discussed in terms of the importance of training supervisors as one component of a systems-change process to enhance the practice of PBS on a large-scale basis.

Treatment research on hoarding is generally limited to people without intellectual disabilities who have symptoms of obsessive compulsive disorder and respond favorably to cognitive-based therapies. We evaluated the effects of individualized reinforcement and item return procedures on hoarding behavior in a multiple baseline across three persons with severe mental retardation. Systematic preference assessment procedures identified items used in the individualized reinforcement procedures. Reductions in hoarding behavior occurred for each person when individualized treatment and item return procedures were applied. These reductions were maintained when direct support staff were trained to provide treatment.

Organizational behavior management (OBM) is an effective strategy for managing staff in developmental disabilities.Most studies in OBM involve individual or small groups of directservice staff and their performance with clients in a variety of applied R. M. Schell is affiliated with Westein for their encouragement of my initial interest in and continued commitment to OEM in developmental disabilities. [Haworth co-indexing entry note]: "Organizational Rchavior Management: Applications with Professional Staff." Schell. R. M. Co-pablislied simultaneously in Joanrol nf Orgarrizaiiurml tlehavior Mmingentenr (The Haworth Press, Inc.) Vol. IX, No. 213, 1998, pp. 157.171; and: Orgmizofio,tol Belrneiur Mnringrrrierrr arid Develuplateirrnl Disnbili~ies Seivices: Acconiplisltniarrs and Funwe Direclioris (cd: Dennis H. Reid)The I-laworth Press, Inc.. 1998. pp. 157-171. Single or multiple copies ollhis article arc available for a f= from The Hawonh Documot Delivery Service 11-800-342-9678, 9W a.m. -500 p.m. (EST). E-mail address: gctilifo~h?hswonhpressinc.com).

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