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| Generalization and Tools for Training Direct Care Staff |
| Sunday, May 27, 2007 |
| 1:30 PM–2:50 PM |
| Annie AB |
| Area: DDA/OBM; Domain: Applied Research |
| Chair: Valerie R. Rogers (University of Nevada, Reno) |
| Discussant: W. Larry Williams (University of Nevada, Reno) |
| Abstract: There are many challenges associated with training direct care staff. Many non-profit organizations face such issues as high staff turnover, limited education, and a lack of resources. This symposium will seek to address some of these concerns by looking at generalization strategies and standardized training methods. Specifically, the first presentation will be comparing two generalization-promotion strategies with respect to two mutually exclusive staff skills. The second study will assess generalization of discrete trial procedure skills with one set of consumers to similar programs with respect to other consumers. The third presentation will look at how a generalized training technique can reduce ambiguity and maximize resources. Data to be collected may provide specific recommendations on the best methods to program for generalization and also provide standardized tools for training. |
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| Assessing Strategies of Programming for Generalization in Training Direct Care Staff. |
| JEREMY E. RAFACZ (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: Individual generalization-promotion strategies have been researched in the literature for almost 30 years with little direct comparison of specific strategies. While these strategies may promote generalization individually, the benefits of one strategy over another have not been adequately researched. Training direct care staff members using these strategies may increase the efficacy of training methods. Additionally, training methods incorporating these strategies may lower staff turnover rates, improve treatment quality, and reduce organizational costs. In order to develop a training package for direct care staff, the effectiveness of generalization-promotion strategies must be systematically assessed. Participants in this study will be direct care staff members at a clinical day treatment program for adults with developmental disabilities. Two generalization-promotion strategies will be compared across two mutually exclusive staff skills. Results will help determine the impact of each strategy on accurate treatment delivery and the acquisition of target staff skills. Research data is to be collected. |
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| Training for Direct Care Staff: Assessing Generalization across Consumer Behavior Programs. |
| SHARLET D. BUTTERFIELD (University of Nevada, Reno), Valerie R. Rogers (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: The training of staff in direct care settings usually includes extensive time and resources, especially due to high employee turnover rates, and can be particularly detrimental as a cost for nonprofit organizations. More specifically, a great deal of time is spent training and re-training staff on behavior programs that are nearly identical between clients. As such, strategies to increase training efficiency are warranted. The current study looks at whether or not providing feedback on performance related to a specific behavior program (i.e., discrete trial procedures) with two clients will generalize to similar programs with two other consumers. Participants in this study will be direct care staff members at a clinical day treatment program for adults with developmental disabilities. Participants will be measured on their performance with two consumers on discrete trial procedures and provided feedback. Data will then be collected on their performance with respect to two other consumers to assess for generalization of the skill to the other consumers’ programs. Data is to be collected, but if generalization is demonstrated, this could save time and resources for organizations. |
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| Training Staff to Use Normalized Interventions with Video Feedback and Self-Monitoring. |
| MOLLY DAY (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: This paper is given to highlight the importance of training staff how to implement incidental teaching procedures with young learners with autism. A method used for this purpose that utilizes videotaped feedback and self-evaluation will be presented together with outcome and social validity data. |
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