A Performance‐based Lottery to Improve Residential Care and Training by Institutional Staff

This study was designed to increase the amount of time severely handicapped students living in a residential facility engaged in age-appropriate and functional activities. After a brief in-service training, a program involving instructions to supervisors and staff feedback was implemented in a multiple-baseline design across settings. Results showed that after the supervision program was implemented, the students' participation in activities increased. Further, these increases maintained when feedback was reduced from an average of 3 days a week during treatment, to once a month for a 5-month period.

Section: Discussionmentioning

confidence: 61%

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confidence: 99%

A Supervision Program for Increasing Functional Activities for Severely Handicapped Students in a Residential Setting

Dyer

Schwartz

Luce

1984

“…Although it is not clear that the observation and feedback program was necessary, growing evidence suggests that staff are not likely to perform at optimal levels in the absence of planned contingencies (cf. Hutchison, Jarman, & Bailey, 1980;Iwata, Bailey, Brown, Foshee, & Alpern, 1976 assessing both interviewer and client conversational behavior in either analogue or clinical settings, and provide a means for teaching interviewers how to obtain more useful information from their clients by modifying the questions they ask. One limitation of the present research is that it did not include a thorough analysis of behaviors related to interpersonal effectiveness, a variable that may affect clients' responding to all types of questions.…”

Section: Social Validationmentioning

confidence: 99%

Assessment and Training of Clinical Interviewing Skills: Analogue Analysis and Field Replication

Iwata

Wong

Riordan

et al. 1982

Self Cite

Two studies were conducted to assess and train clinical interviewing skills. In Experiment 1, eight university practicum students ("therapists") and either role played or volunteer "clients" were audiotaped during simulated interviews. Following the collection of baseline data on both therapist and client responses, training was provided by way of written materials, classroom instruction and practice, and quizzes. Results of a multiple baseline design across subjects showed improvements in therapists' interviewing skills and subsequent increases in client responding. Experiment 2 replicated and extended the research to a hospital outpatient clinic, in which therapists interviewed the parents of children with behavior problems. In addition, four months following the completion of Experiment 2, follow-up data collected during a maintenance condition showed continued high levels of therapist and client behavior. Finally, a panel of expert peers indicated that each response category was judged highly relevant to the behavioral assessment process.DESCRIPTORS: behavioral assessment, interviewing, staff trainingThe development and implementation of behavioral treatment programs are often preceded by interviews with clients, their relatives, and other mediators, in which information is sought regarding the focus and goals of intervention. Such assessment interviews are especially common in clinical settings, where the initial contact between therapist and client usually involves some verbal interaction. Although the information obtained in an interview may be of uncertain reliability, it often serves as the basis for further, more systematic inquiry

“…Iwata, Bailey, Brown, Foshee, and Alpern (1976) used the opportunity to rearrange work schedules as a consequence for staff performance in an institution.…”

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confidence: 99%

Participatory Management: Maintaining Staff Performance in a University Housing Cooperative

Johnson

Welsh

Miller

et al. 1991

To apply behavior analysis to normal adults in non institutional settings, we may have to encourage their participation in the design and implementation of behavioral technology. This study evaluates a technology by which the members of a student housing cooperative manage their own staff with a minimum of supervision by one of the program designers. This staff management system consisted of prompts, self-reports, spot checks, and contingent rent reductions. Six resident staff members performed substantially more of their assigned tasks when this system was used. In addition, the management system was acceptable to the members, was affordable, and maintained high levels of staff performance during a 5-year follow-up. Participation by the members in the design and implementation of this system appears to have been useful in helping the behavior analysts to develop an unusually durable management system.