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| The Use of Staff Training and Performance Feedback to Increase Staff Performance in Community Based Day and Residential Settings |
| Monday, May 29, 2006 |
| 10:30 AM–11:50 AM |
| Techwood |
| Area: TBA; Domain: Applied Research |
| Chair: John Stokes (Charles River ARC) |
| CE Instructor: John Stokes, M.S. |
| Abstract: The following studies review the use of current training strategies and their effects on staff performance in community treatment settings. The first studies review the use of performance feedback on staffs ability to exhibit desired appropriate behaviors in the at a vocational training program. The studies also examine the effects combined with video modeling. The second study examines the effects of staff training on the reliability of indirect assessment of challenging behavior across three day treatment setting. The third study demonstrates how to implement the combination of performance feedback and video modeling to increase the implementation of behavioral treatment programs. |
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| Becoming Measurable and Observable: The Use of Performance feedback and Video modeling in Training Clinical Competence and Vocational Skills in an adult program. |
| JOHN STOKES (Charles River ARC), John C. Randall (Charles River ARC), Donna Gagne (Charles River ARC), Liz Deren (Charles River ARC) |
| Abstract: A three step performance training program was implemented across 4 day programs. The goal of the training was to instruct staff in how to increase their delivery of positive consequences for appropriate behaviors as well as provide extinction for undesirable behaviors. The program involved defining desired staff behavior, training and performance feedback. The procedure resulted in increased rates of appropriate teaching behaviors being exhibited by staff working in the respected programs. (Parsons et.al, 2004). The greatest increase in teaching behavior by staff was demonstrated during the performance feedback session of the training. All staff increases their performance to at least 90% within 4 trials during this session. Data is displayed graphically and results are discussed in terms of using effective staff training as a means of increasing the use of intervention procedure and individuals performance in a vocational program. Inter-observer agreement data was taken for 30% of trial for each subject. There was a mean IOA of 89% with a range of 76% to 100%. |
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| The Effects of Staff Training on the Reliability Analysis of the MAS, FAST, and PBS. |
| AMY SLYMAN (Vinfen Corporation), Jennifer L. Link (Vinfen Corporation), Diana Poles (Vinfen Corporation), Michael F. Dorsey (Vinfen Corporation & Simmons College) |
| Abstract: The MAS, FAST, and PBS are widely used indirect functional assessment instruments. All three are questionnaires contain likert based scales designed to determine the function of an individual’s behavior. Zarcone et al., (1991) published a study demonstrating that inter-rater reliability on the MAS was well below the generally accepted 80%. The current study expanded on those findings. The staff of three day programs (n=60) serving adults diagnosed with mental retardation completed the MAS, FAST, and PBS in groups of two to three staff for a single subject. Staff then received training in a didactic format regarding functional analysis and role plays in completing each of the respective scales. These trainings were staggered in a multiple baseline fashion across the three day programs. After completion of the training the staff then completed a second series of scales for a second time on a new set of subjects. The primary dependant variable was the Interobserver Reliability scores on each of the three scales calculated as in the Zarcone et al., (1991) study. The results demonstrated the effects of training on staff reliability scores. |
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| The Use of Digital Video Recording and Performance Feedback to Increase Program Implementation. |
| AMY INCLIMA WOOD (Judge Rotenberg Educational Center), Angela Glavin (Judge Rotenberg Educational Center), Susan Ainsleigh (Simmons College) |
| Abstract: Treatment integrity and program implementation are consistent issues for agencies serving individuals with developmental disabilities. This study presents the use of live Digital Video Recording (DVR) and examines the effectiveness of immediate versus delayed feedback on program implementation. Subjects in the study included teachers and paraprofessional staff hired to implement written programs for each student in a classroom. The setting of this study was a day and residential school serving individuals with conduct disorders, emotional disorders, brain injury, psychosis, or autism and other related disabilities. Through the use of DVR, program administrators are able to monitor program implementation for treatment drift; frequency of such deviations were measured. Providing immediate feedback via verbal conference was compared to providing delayed feedback, both in verbal and written format. The effect of various frequencies and format of feedback on program implementation is reported. |
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| The Use of Public Posting to Increase Safety Procedures in a Public School Setting. |
| JOHN C. BARKER (Simmons College), Susan Ainsleigh (Simmons College) |
| Abstract: In this study, areas for improvement in school safety were identified after consultation with local law enforcement. Two specific problems were identified at a public elementary school: 1) staff and visitors to the school were not consistently wearing required employee and visitor badges while working or visiting the school building and 2) staff members were not enforcing the visitor sticker program, nor were they approaching individuals in the school who were not displaying proper identification. This study used public posting throughout the school building to increase compliance with identification procedures. Results demonstrated a significant increase in staff and visitor compliance with school safety procedures. |
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