Training Teachers in Generalized Writing of Behavior Modification Programs for Multihandicapped Deaf Children

Hundert, Joel

doi:10.1901/jaba.1982.15-111

Cited by 18 publications

(10 citation statements)

References 17 publications

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“…Organizational Behavior Management procedures have been used to improve staff performance in residential (Parsons, Reid, & Green, 1993) and day programs (Fleming & Sulzer-Azaroff, 1992) serving children (Hundert, 1982) and adults (Sigafoos, Roberts, Couzens, & Caycho, 1992) in both the public (Suda & Miltenbcrger, 1993) and private (Boudreau, Christian, & Thibadeau, 1993) sectors of service provision. Research has documented thc successful application of OBM procedures to a variety of staff performance problems frequently cncountered in settings serving people with developmental disabilities including absenteeism, infrequent staffklient interactions, inadequate tcaching skills, lack of active treatment, inadequate health care and unsatisfactory performance of administrative duties (see Reid, Parsons, & Green, 1989, for a review).…”

Section: Organizational Behavior Managenlent and Developmental Dismentioning

confidence: 99%

“…After experiencing a management procedure, staff are asked to respond to questions on a written survey by marking a Likert scale at the point that most closely reflccts the rater's opinion of the management practice. Rating scales have been used in this manner to assess acceptability of management procedures to improve staff and client interactions (Burgio, Whitman, & Reid, 1983;Schepis & Reid, 1994;Suda & Miltenberger, 1993), behavioral teaching skills (Fleming & Sulzer-Azaroff, 1992;Hundert, 1982;Kissel, Whitrnan, &Reid, 1983;Parsons et al, 1993;Sigafoos et al, 1992;Singer, Sowers, & Irvin, -1986), basic clicnt care (Korabek, Reid, & Ivancic, 1982), safety related skills (van den Pol, .Rcid, & Fuqua, 1983), supervisory feedback and work attendance (Boudreau et al, 1993). Rating scales have been utilized to assess procedures designed to assist staff in acquiring new work skills (Grcen & Reid, 1994;Hundert, 1982;Parsons et al, 1993;Singer et al, 1986;van den Pol et al, 1983) as well as procedures to manage staff performance by increasing or maintaining the use of previously learned work skills (Burgio et al, 1983;Fleming & Sulzcr-Azaroff, 1992;Greene et al, 1978).…”

Section: Consumer Responses To Rating Scalesmentioning

confidence: 99%

“…The majority of investigations utilizing rating scales to measure procedural acceptability included multifaceted interventions involving both antecedent and consequence management components (Fleming & Sulzer-Azaroff 1992;Green & Reid, 1994;Greene et al, 1978;Hundert, 1982;Kissel et al, 1983;Korabek et al, 1982;Parsons et al, 1993;Schepis & Reid, 1994;Sigafoos et al, 1992;Suda & Miltenberger, 1993). When multifaceted managemen1 packages were utilized, acceptability was often reported in general terms regarding the total package of procedures (Hundert, 1982;Kissel et al, 1983;Sigafoos et al, 1992;Singer et al, 1986). For example, following a multifaceted program for training teachers to write and implement behavior modification programs, participants rated the total program in terms of applicability to the classroom, efficiency, enjoymcnt and benefits to pupils (Hundert, 1982).…”

Section: Consumer Responses To Rating Scalesmentioning

confidence: 99%

“…When multifaceted managemen1 packages were utilized, acceptability was often reported in general terms regarding the total package of procedures (Hundert, 1982;Kissel et al, 1983;Sigafoos et al, 1992;Singer et al, 1986). For example, following a multifaceted program for training teachers to write and implement behavior modification programs, participants rated the total program in terms of applicability to the classroom, efficiency, enjoymcnt and benefits to pupils (Hundert, 1982). Reports of consumer acceptability for multifaceted interventions rated as a whole have generally reflected high levcls of consumer acceptance.…”

Section: Consumer Responses To Rating Scalesmentioning

confidence: 99%

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A Review of Procedural Acceptability in Organizational Behavior Management

Parsons¹

1998

Journal of Organizational Behavior Management

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Despite the documented benefits Organizational Behavior Management (OBM) applications can have on scrvice provision for people with developmental disabilities, O B M is not widely practiced in service systems. One variable that may impact the utilization of OBM is how acceptable the associated procedures are to staff. The research on procedural acceptability in OBM is summarized in terms of two primary methods for determining consumer satisfaction with management procedures-rating. scales and discrete choices. Results of acceptability assessments utilizing ratings scales have repeatedly indicated high degrees o f sta,ff acceptance for virtually all OBM procedures. However, when staff have been asked to choose among management procedures, clear and consistent differences in acceptability have been apparent. Suggested directions for future research focus on improving acceptability assessment methodology, developing guidelines for implementing effective O B M proccdures in a manner that is most acceptable to staff, and involving supervisory and professional staff in acceptability evaluations. IArficfe copies available for a fee /ram The Hawortli Docisnetri Delivery Service: 1-800-342-9678, E-mail address: gelitifo~ltawortl~pres~it~c.conl/ Marsha B. Parsons is affiliated with the Carolina Behavior Analysis and Support Center, Ltd., Morganton, NC. Correspondence concerning this article should be addressed to Marsha B. Parsons, Carolina Behavior Analysis and Support Center, Ltd., P. 0. Box 425, Morganton, NC 28680. [I-laworih co-indexing enlry note]: "A Review of Procedural Accepiability in Organizalional Brhavior Maiiagemenl." Parsons, Marsha B. Co-published simultaneously iti Jounml of Orgoirizorioiml Behavior Maimgenteirr (The Haworlh Press, Inc.) Val . 18, No. 2N. 1998, pp. 173.190; and: Organua. rhirrrl Brlioiior Maimgefiieirr m d De~alopnrenrol Dknbilirks Senrices: AccoiiiplirluiwtLs ond husre Direcrions (ed: Dennis H. Reid) The Hawonli R m Inc., 1998. pp. 173-190. Single or multiple copies of this article are availablc for a fee fmm l l e Hawurth Uocument Delivery Srrvicc [1400-342-9678. 9M) 8.m. ~ 500 p.m.

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Section: Organizational Behavior Managenlent and Developmental Dismentioning

confidence: 99%

Section: Consumer Responses To Rating Scalesmentioning

confidence: 99%

Section: Consumer Responses To Rating Scalesmentioning

confidence: 99%

Section: Consumer Responses To Rating Scalesmentioning

confidence: 99%

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A Review of Procedural Acceptability in Organizational Behavior Management

Parsons¹

1998

Journal of Organizational Behavior Management

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“…Hundert (1982) targeted sevcral skills pertinent to writing and implementing behavior modification programs by 2 special cducation teachers.…”

Section: On Additional Skills Performed By Educational Staffmentioning

confidence: 99%

Applications and Contributions of Organizational Behavior Management in Schools and Day Treatment Settings

Phillips¹

1998

Journal of Organizational Behavior Management

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Organizational behavior management (OBM) has been applied in school and day placement settings for approximately 35 years. During this time, OBM has made numerous and varied contributions in terms of improving quality supports and services through effective training and management o f school and day placement staff. Previous reviews have summarized and critiqued the OBM literature through the 1980s. This review summarizes and describes the most recent findings, developments, and trends with respect to behavioral training and management of educational staff in classrooms and related settings. Nineteen studies are reviewed with respect 10: intervention effcctiveness, efficiency, effects on student performance, durability, acceptability, reactivity, generalization and comprehensiveness. While considerablc knowledge has been acquired about various aspects of behavioral training and management o f educational staff, much more information is needed in a variety o f areas. Suggestions for future research include additional investigations of methods to: increase efficiency of OBM efforts through antecedent interventions, ensure durability of intervention efforts, increase generality o f training and management efforts, and increase acceptance o f OBM efforts. [Article copies uvuiluble for u fee frot?t The Huworh Docitmerit Delivery Service: 1-800-342-9678, E-mail address: gefitlfo@ltu wortllpressitic. com] James E Phillips is affiliated with the Murdoch Center, Butner, NC. ' [Haworth co-ilidexing entry nolel: "Applications and Conlribulions of Organiralional Behavior Maiiagenienl in Schools and Day Trealmenl Sct!ings." Phillips. James F. Co-published simultaneously iii Joariiril of Orgaiiizarioiinl Brknvior Mnttagenieiir (The Haworlh Press, lnc.) Val. 16. No. 213. 1998, pp. 103-129; and: Orgniiizatio~iol Behavior Moimgcntein mid Deselopnre,rrol Dirobiliries Suvices: Accon~plish~~tr~tts and Fiatire Direcrioiis (ed: Dennis H. Reid) Tlic Hawarlh Press. Inc., 1998, pp. 103-129. Single or multiple copies of this arlicle are available for a fee from The Haworlh Daumcnl Delivery Service [I -800-342-9678, 900 a.m. -500 p.m. (EST). E-mail address: gelinfo@ltaworlliprcs iiic.coml.

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A descriptive analysis of client outcomes associated with staff interventions in developmental disabilities

Fleming¹,

Reile²

1993

Behavioral Interventions

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Although a large body of research supports the use of behavioral staff management interventions in developmental disabilities, the nature of client outcomes associated with such interventions has not been systematically assessed. We reviewed 59 staff management studies published over 20 years (1971-1990) in order to determine the generality or scope of the research (i.e., range of settings, types and levels of clients' disabilities, clients' ages), the frequency of inclusion of client outcome measures, the types of measures and levels of analysis selected (i.e., individual groups, combination), and the effects of the interventions on client behavior. Results indicated that: (a) over two-third of the studies were conducted in institutional settings; (b) more than one-half involved clients with profound to severe mental retardation; (c) clients of various ages were served; (d) assessment of client outcomes increased progressively over the period; (e) engagement and skill acquisition were the most frequently used measures; (0 group data were presented twice as frequently as either individual or a combination of group and individual data; and (g) staff interventions were associated with either positive or mixed client outcomes in 80% or more of the cases, although maladaptive behavior went unchanged in one-fifth of the studies in which they were reported. Based on these findings, suggestions are made for how researchers might extend the generality of staff management research, improve client outcome assessment practices, and produce even more consistently positive results.

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Training Teachers in Generalized Writing of Behavior Modification Programs for Multihandicapped Deaf Children

Cited by 18 publications

References 17 publications

A Review of Procedural Acceptability in Organizational Behavior Management

A Review of Procedural Acceptability in Organizational Behavior Management

Applications and Contributions of Organizational Behavior Management in Schools and Day Treatment Settings

A descriptive analysis of client outcomes associated with staff interventions in developmental disabilities

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