Transfer of staff training from workshops to group homes: A failure to generalize across settings

Smith, Tristram; Parker, Tracee; Taubman, Mitchell; Lövaas, O. Ivar

doi:10.1016/0891-4222(92)90040-d

Cited by 48 publications

(36 citation statements)

References 9 publications

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“…Smith, Parker, Taubman, and Lovaas (1992) showed that although staff acquired the target skills during a 5 day analog training program, changes in client behavior in the group homes, in which the staff worked, did not occur. Embregts (2002) had staff meet with their trainer weekly to view videos of earlier interactions between staff and children with low intellectual functioning and ADHD.…”

Section: Analog Versus On-the-job Feedbackmentioning

confidence: 96%

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: Analog Versus On-the-job Feedbackmentioning

confidence: 96%

Feedback for improving staff training and performance in behavioral treatment programs

Arco¹

2008

Behavioral Interventions

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“…The studies by Smith, Parker, Taubman, and Lovaas (1992) provide a good illustration of the failure of skill generalization following a workshop. These authors investigated training and generalization in a two-part study.…”

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confidence: 98%

Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments

Hall

Grundon

Pope

et al. 2009

Behavioral Interventions

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Hope Early Intervention Program, USAAlthough the use of paraprofessionals in the education of young children with autism spectrum disorders (ASD) is a common practice, research on effective training procedures is scarce. The following study used a multiple-baseline design across settings replicated by five paraprofessionals to evaluate their use of behavioral strategies with young children with, or at risk for, autism spectrum disorder. A training package consisting of a workshop and performance feedback by their supervising special education teacher served as the intervention. Results revealed that even though the paraprofessionals demonstrated skills in the use of behavioral strategies at the workshop, there was either no transfer or generalization to the preschool or home environments where they worked, or their use of skills decreased over time. When performance feedback was provided to all participants, their correct use of strategies increased. The training model evaluated in this study provides an example of one that could be employed in a typical public school classroom or early intervention program.

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“…On-the-job, or in-vivo, training increases the likelihood that performance of the target skill acquired during the training session generalizes to the usual work situation (Clark et al, 2004;Smith, Parker, Taubman, & Lovaas, 1992). On-the-job training involves trainers observing each trainee applying the target skill in the regular work environment and providing supportive and corrective feedback as described in Step 5 of the training protocol.…”

Section: On-the-job Trainingmentioning

confidence: 99%

Evidence-Based Staff Training: A Guide for Practitioners

Parsons

Rollyson

Reid³

2012

Behav Analysis Practice

324

235

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Behavior analysts in human service agencies are commonly expected to train support staff as one of their job duties. Traditional staff training is usually didactic in nature and generally has not proven particularly effective. We describe an alternative, evidence-based approach for training performance skills to human service staff. The description includes a specific means of conducting a behavioral skills training session with a group of staff followed by on-the-job training requirements. A brief case demonstration then illustrates application of the training approach and its apparent effectiveness for training staff in two distinct skill sets: use of most-to-least prompting within teaching procedures and use of manual signs. Practical issues associated with applying evidence-based behavioral training are presented with a focus on providing training that is effective, efficient, and acceptable to staff trainees. Keywords: behavioral skills training, evidence-based practices, most-to-least prompting, staff training ABSTRACT B

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Transfer of staff training from workshops to group homes: A failure to generalize across settings

Cited by 48 publications

References 9 publications

Feedback for improving staff training and performance in behavioral treatment programs

Feedback for improving staff training and performance in behavioral treatment programs

Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments

Evidence-Based Staff Training: A Guide for Practitioners

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