Interaction of patient and attendant reinforcement programs: The "piggyback" effect.

Hollander, Melvyn; Plutchik, Robert; Horner, Vivian M.

doi:10.1037/h0035627

Cited by 20 publications

(7 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: 95%

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: 95%

Feedback for improving staff training and performance in behavioral treatment programs

Arco¹

2008

Behavioral Interventions

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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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“…Using measurement procedures such as paper and pencil tests and ability inventories performed in controlled situations, it has been demonstrated that inservice programs can increase both verbal knowledge (Cochran and Steiner, 1966;Gardner, 1972a;Johnson and Ferryman, 1969) and training skills (Gardner, 1972b;Panyan and Patterson, 1974). On the other hand, studies in which staff or resident behavior was repeatedly monitored under natural conditions have suggested that instructions, training, and the development of job assignments may be expected to have relatively small (Martin, 1972), temporary (Hollander, Plutchik, and Horner, 1973;Panyan, Boozer, and Morris, 1970), or negligible effects (Hollander and Plutchik, 1972;Katz, Johnson, and Gelfand, 1972;Quilitch, 1975) on attendants' actual work performance.…”

mentioning

confidence: 99%

“…Frequent monetary bonuses, either alone (Katz et al, 1972), or in combination with other procedures such as assignments (Martin, 1972;Pommer and Streedbeck, 1974) and rankings (Pomerleau, Bobrove, and Smith, 1973), are extremely effective techniques. Additional reinforcers have included commercial trading stamps (Bricker, Morgan, and Grabowski, 1972;Hollander and Plutchik, 1972;Hollander et al, 1973) and extra time off from work (Watson, 1972b).…”

mentioning

confidence: 99%

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

Iwata

Bailey

Brown³

et al. 1976

J of App Behav Analysis

114

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Two experiments were conducted on four units of a residential facility for the multiplyhandicapped retarded in an attempt to improve daily care and training services. Experiment I compared the effects of two procedures in maintaining the work performance of attendants, using an A-B design on two units. One procedure consisted of implementing specific staff-resident assignments, the other consisted of allowing attendants who had met performance criteria to be eligible for a weekly lottery in which they could win the opportunity to rearrange their days off for the following week. Results showed that the lottery was a more effective procedure as measured by the per cent of time attendants engaged in predefined target behaviors, and by their frequency of task completion in several areas of resident care. Experiment II replicated and extended these results to the area of work quality on two additional units, using a multiple-baseline design. The performance lottery was found to be an effective economical procedure that could be implemented by supervisory staff on a large scale.DESCRIPTORS: work performance, institution, staff management, work behavior, reinforcement, lottery, time off, attendantsThe care, training, and habilitation of the institutionalized retarded has become a major social issue in recent years, as evidenced by reports and essays describing the substandard conditions under which many of these persons live (Blatt, 1970;Rivera, 1972); by the development of national accreditation standards for the operation of residential facilities (Accreditation Council for Facilities for the Mentally Retarded 1971); and by the growth of legal action concerning the rights of the retarded (President's Committee on Mental Retardation, 1975).One area of residential treatment in which substantial progress has been made is that of program development (Gardner, 1971; Watson, 1972a). However, as Kazdin (1973) (Harmatz, 1973) or in social play (Daily, Allen, Chinsky, and Veit, 1974). These desirable interactions account for less than 1% of staff time in some instances. It has also been reported that as much as 20% to 40% of their time may be spent in "leisure-time" activities such as reading newspapers or watching television (Bensberg and Barnett, 1966), and that typical attendant-resident interactions may actu-

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Interaction of patient and attendant reinforcement programs: The "piggyback" effect.

Cited by 20 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

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

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

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