Preservice training of professionals as behavior managers: A review

Berntein, Gail S.; Karan, Orv C.

doi:10.1016/s0005-7894(78)80062-8

Cited by 6 publications

(8 citation statements)

References 5 publications

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“…Videotaping also affords the trainer the possibility of reviewing skill acquisition many times for positivc and corrective feedback. Bernstein and Karen (1978) reviewed types of preservice training for professional staff that would bccome behavior managers. Preservice training, as an antecedent strategy, improved only the in-class verbal repertoircs o f staff without generalizing thc improvement to their work site.…”

Section: Summary Of Research Applicationsmentioning

confidence: 99%

Organizational Behavior Management

Schell

1998

Journal of Organizational Behavior Management

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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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Section: Summary Of Research Applicationsmentioning

confidence: 99%

Organizational Behavior Management

Schell

1998

Journal of Organizational Behavior Management

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“…Training programs can be broken down into inservice and preservice training (Bernstein & Karan, 1978); the former refers to programs offered in institutions and includes regular contact with actual clients. Preservice training refers to university or professional school programs that are offered prior t o patient contact.…”

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“…Preservice training refers to university or professional school programs that are offered prior t o patient contact. The majority of studies that have included both cognitive and behavioral measurement have focused on inservice programs (Bernstein & Karan, 1978;Loeber & Weissman, 1975).…”

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“…In recent years, the demand for professional training in behavioral therapy has increased rapidly (Johnson & Bornstein, 1974). Although there has been a good deal of theoretical and descriptive literature on the optimal learning conditions for the acquisition of behavioral therapist skills, little sound research has evaluated current training practices (Bernstein & Karan, 1978;Burkhart, Behles, & Stumphauzer, 1976;Loeber & Weissman, 1975;Matarazzo, 1978). Research on a corollary question, how best to evaluate the competence of behavioral therapists, is equally rare (Wright, Horlick, Bouchard, Mathieu, & Zeichner, 1977).…”

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confidence: 99%

“…An impressive variety of training procedures have been proposed as valuable for the acquisition of behavior therapy skills: Sound training in experimental psychology and learning theory, theoretical seminars on behavior therapy, "intensive workshops," cotherapy, supervision of ongoing cases, and the structured learning format including usually instructions, modeling, rehearsal and feedback. Training programs can be broken down into inservice and preservice training (Bernstein & Karan, 1978); the former refers to programs offered in institutions and includes regular contact with actual clients. Preservice training refers to university or professional school programs that are offered prior t o patient contact.…”

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An evaluation of three approaches to the teaching of a behavioral therapy

Wright¹,

Mathieu²,

McDonough³

1981

J. Clin. Psychol.

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Evaluated the relative efficacy of three approaches to teaching mental health professionals how to do social skill training (SST). All three conditions received a minimal of a common reading package and videotaped modeling of competent SST. Ss in a structured learning format (SLF) as well receive instructions, rehearsal and feedback for a total of 20 hours (N = 39). Therapists in a seminar format (SF) condition discussed topics associated with SST raised by the readings and films for 20 hours. In addition to modeling and the readings, Ss in the workshop format (WF) condition received concise instructions on how to carry out SST during 6 hours of training. All three conditions showed equivalent and significant pre‐ to posttraining improvement on a questionnaire measure of familiarity with SST; however, only the SLF and CW conditions improved significantly on a test of the therapists' evaluative skills. Finally, on a measure of therapist behavior during a simulated SST session, the three groups showed roughly equivalent improvement. The results were interpreted in terms of the particular ingredients present in each condition, and directions for future research were discussed.

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Preservice training of professionals as behavior managers: A review

Cited by 6 publications

References 5 publications

Organizational Behavior Management

Organizational Behavior Management

An evaluation of three approaches to the teaching of a behavioral therapy

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