A reinforcement program for psychiatric attendants

Hollander, Melvyn; Plutchik, Robert

doi:10.1016/0005-7916(72)90052-3

Cited by 29 publications

(18 citation statements)

References 3 publications

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“…Earlier research, particularly that of the 1970s, heavily emphasized accompanying social consequences with monetary-type backups for feedback (e.g., Bricker, Morgan, & Grabowski, 1972;Hollander & Plutchik, 1972;Hollander, Plutchik, & Horner, 1973;Katz, Johnson, & Gelfand, 1972;Pommer & Streedbeck, 1974). At that time, research was not so much concerned with client outcomes, but more about demonstrating changes in staff performance.…”

Section: Supervisory Feedbackmentioning

confidence: 99%

Feedback for improving staff training and performance in behavioral treatment programs

Arco¹

2008

Behavioral Interventions

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This paper reviewed observational studies that examined feedback for changing staff performance in behavioral treatment programs for clients with cognitive, developmental, or psychiatric disorders. The research findings were integrated into the main stages of staff training and management: pretraining, training, and posttraining. Specific recommendations for using feedback are made including defining process and outcome form and content before training, providing on-the-job supervisory feedback while staff practice self-generated outcome feedback until competency is demonstrated, and after training, maintaining self-generated feedback with emphasis on evaluating staff and client interactions with social validity measures.

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Section: Supervisory Feedbackmentioning

confidence: 99%

Feedback for improving staff training and performance in behavioral treatment programs

Arco¹

2008

Behavioral Interventions

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“…A number of studies have focused on the didactic training of behavioral techniques. These studies have found that while didactic training increases staff knowledge of behavioral principles on written and verbal tests (e.g., Spore, Smyer, & Cohn, 1991), it does not necessarily result in the application of these behavioral techniques once back in the work setting (Hollander & Plutchik, 1972;Patterson, Grif®n, & Panyan, 1976;Richman, Riordan, Reiss, Pyles, & Bailey, 1988).…”

Section: Introductionmentioning

confidence: 99%

Teaching social‐learning procedures to paraprofessionals working with individuals with severe mental illness in a maximum‐security forensic hospital

Jones¹,

Menditto²,

Geeson³

et al. 2001

Behavioral Interventions

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This study describes an integrated technical method for teaching learning-based interventions to paraprofessionals working in a maximum-security psychiatric facility as a social-learning program was implemented. This training approach combines brief didactic instruction with live demonstration and guided practice in speci®c procedures. Comparisons between baseline and post-training functioning of staff were made using ongoing direct observational assessment data. Results revealed that following training and program implementation staff were much more active overall, interacted with clients far more often, and engaged in much lower rates of job-irrelevant activity. Moreover, following training direct observational data of the patterns of staff±client interactions showed that staff were much more likely to demonstrate interactions re¯ective of learning-based interventions than at baseline. These results have important implications for clinicians and administrators attempting to implement behavioral rehabilitation programs.

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“…Appreciation is expressed to Robert E. Crow, Terry Page, Kenneth E. Bauman, and John D. Cone for their assistance in writing the manuscript, to Barb Lowther for assistance in data collection, to Cheryl Trgovich for assistance in preparing the manuscript, and to Mary Ann Powers for her project suggestions. Reprints may be obtained from Dennis H. Reid (Bricker, Morgan, and Grabowski, 1972;Hollander and Plutchik, 1972;Hollander, Plutchik, and Horner, 1973) as reinforcing stimuli. Group contingencies (Reid, Schuh-Wear, and Brannon, 1978) and behavioral lotteries (Iwata, Bailey, Brown, Foshee, and Alpern, 1976) have also received attention.…”

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confidence: 99%

Use of a Self‐recording and Supervision Program to Change Institutional Staff Behavior

Burg

Reid

Lattimore

1979

J of App Behav Analysis

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The use of a self-recording and supervision program to increase interactions between direct care staff and profoundly retarded persons in a state residential facility was investigated. Following baseline, staff were provided with instructions regarding what to self-record, criteria for how many interactions to record, and a prepared card on which to make the recordings. Throughout the study, the staff supervisor monitored intermittently staff-client interactions. Observations indicated that when the staff recorded their interactions with clients in a loosely structured dayroom setting, the rate of interactions increased noticeably for each staff person. Behavioral ecology measures indicated that other staff responsibilities, such as maintaining the cleanliness of residents and the physical area, were not affected detrimentally when social interactions increased and actually showed small improvements. Additionally, small decreases in resident self-stimulatory and disruptive/aggressive behaviors occurred when the rate of social interactions from staff persons increased. Follow-up measures indicated that the rate of staff self-recording was variable, but when staff did self-record, the increased rate of staff-client interactions maintained.

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A reinforcement program for psychiatric attendants

Cited by 29 publications

References 3 publications

Feedback for improving staff training and performance in behavioral treatment programs

Feedback for improving staff training and performance in behavioral treatment programs

Teaching social‐learning procedures to paraprofessionals working with individuals with severe mental illness in a maximum‐security forensic hospital

Use of a Self‐recording and Supervision Program to Change Institutional Staff Behavior

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