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| Treatments used to develop a structured classroom for dually-diagnosed adults in a community agency |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 129 A |
| Area: DDA/OBM; Domain: Service Delivery |
| Chair: Gabriela Sierra (Seguin Services) |
| Discussant: David A. Pyles (Chicago School of Professional Psychology) |
| Abstract: A new group was developed within a facility that provides services to adults with developmental disabilities to provide appropriate programming and supports for dually diagnosed individuals performing poorly in previous placements. These individuals were assigned to this group based on shared frequencies and severities of inappropriate behaviors. Group facilitators requested assistance in efforts to decrease behaviors targeted for reduction and increase rate of skill acquisition for these individuals. Consumers were interviewed and identified obtaining community employment as their ultimate program goal; however, review of current group programming did not correspond to those goals. Standardized assessments that identify current employment-related skill levels will be conducted. Programming will then be developed for each individual based on both assessments and employment goals. To ensure that the most favorable learning conditions were provided in the group, staff will be trained to: appropriately assess goal progress, deliver instruction effectively, reinforce appropriate classroom and social behavior, and manage the daily schedule. Trained observers will provide immediate vocal constructive/corrective and delayed written feedback to each group facilitator for an entire day at least once per week. Data to be collected. Effects, implications, social significance, and suggestions for future research are discussed. |
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| A Review of Assessments Used to Create Programs to Develop Job Skills |
| GABRIELA SIERRA (Seguin Services), Trista Robinson (Seguin Services) |
| Abstract: A new group was developed within a facility that provides services to adults with developmental disabilities to provide appropriate programming and supports for dually diagnosed individuals performing poorly in previous placements. All individuals identified obtaining a job and independence in the community as their main goals. A file review was completed for all individuals in the group to obtain information regarding current level of functioning and acquired skills. The review revealed that psychological assessments, employment profiles, and inventories for client and agency planning were completed. However, these evaluations did not provide information about the specific skills in each individual’s repertoire. The need for a comprehensive assessment of skills was identified. Three assessments available for dually diagnosed adults to measure employability and independent living skills were reviewed and the results were compared to assess their applicability to develop specific programming. Benefits of programming such as acquiring prerequisite skills to obtain employment and level of supervision needed in community will be discussed. |
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| Effects of Staff Training and Performance Feedback on Delivery of Instruction and Group Management |
| TRISTA ROBINSON (Seguin Services), Gabriela Sierra (Seguin Services) |
| Abstract: A new group was developed within a facility that provides services to adults with developmental disabilities to provide appropriate programming and supports for dually diagnosed individuals performing poorly in previous placements. Group facilitators requested assistance in efforts to decrease behaviors targeted for reduction and increase rate of skill acquisition for individuals in the group. Upon observation, it was revealed that group facilitators were either unable to or were not efficient in: accurately assessing individual skill levels and relevant goals, delivering effective instruction, reinforcing individual’s appropriate classroom and social behavior, collecting data, and managing the daily schedule for the group. Based on these observations, goals and expectations for group facilitator performance were developed. Group facilitators were then trained in effective delivery of instruction, reinforcement of desired behavior, data collection, and schedule management, as well as informed of their own performance expectations. Trained observers collected data on staff performance for an entire day at least once per week and these observers provided both immediate vocal constructive/corrective feedback as well as delayed vocal and written constructive/corrective feedback to the facilitators. Effects, implications, social significance, and suggestions for future research are discussed. |
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| Effects of a Structured Classroom on Skill Acquisition and Behaviors Targeted for Reduction |
| BRIAN ALHORN (The Chicago School of Professional Psychology), Renee Diane Quinnett (The Chicago School of Professional Psychology), Gabriela Sierra (Seguin Services), Trista Robinson (Seguin Services) |
| Abstract: A new group was developed within a facility that provides services to adults with developmental disabilities to provide appropriate programming and supports for dually diagnosed individuals performing poorly in previous placements. These individuals were assigned to this group based on shared frequencies and severities of inappropriate behaviors. Group facilitators requested assistance in efforts to decrease behaviors targeted for reduction and increase rate of skill acquisition for these individuals. Group and individual observations revealed that current programming was inappropriate for the majority of the individuals in the group in that programs were not assigned according to skill level, programs were not consistent with desired outcomes, and programs were not relevant to individual goals. It was also determined that the day’s schedule was largely unstructured and group facilitators were not managing the group effectively. More appropriate programming was developed for each individual based on both assessments and individual employment goals. In addition to programming changes, group facilitators were trained to structure each day’s activities and also more effectively manage the group. Effects of classroom structuring on individual skill acquisition and frequency of behaviors targeted for reduction, as well as implications, social significance, and suggestions for future research, are discussed. |
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