Maintaining New Procedures Using Feedback to Staff, a Hierarchical Reporting System, and a Multidisciplinary Management Group

Coles, Enid; Blunden, Roger

doi:10.1300/j075v03n02_03

Cited by 34 publications

(21 citation statements)

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“…Building supervision hierarchies may not help make staff more responsive to clients. For example, in a study designed to teach a group of hospital staff to run an `activity period' for one hour each week day with a small group of young people with severe and profound learning disabilities, Coles and Blunden (1981) implemented a `monitoring hierarchy' to keep the intervention running (this was needed even though the intervention produced demonstrable benefits to clients). The nurse responsible for running the activity period made a weekly report to their line manager.…”

Section: The Culture Of the Servicementioning

confidence: 99%

Severe Learning Disabilities and Challenging Behaviours

1994

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Section: The Culture Of the Servicementioning

confidence: 99%

Severe Learning Disabilities and Challenging Behaviours

1994

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“…Training in itself, however, rarely makes a durable change in performance without the application of staff management techniques to promote maintenance of newly acquired behaviors or duties (Coles & Blunden, 1981;Kazdin, 1973;Panyan, Boozer, & Morris, 1970;Quilitch, 1975;Reid, Parsons, & Green, 1989;Whitman, Scibak, & Reid, 1983). Kazdin (1973) emphasized that performance extinction should be expected without management controls to followtraining.…”

mentioning

confidence: 99%

“…Studies have demonstrated management success through the use of antecedent-consequent component combinations as an intervention package (Coles & Blunden, 1981;Ivancic, Reid, Iwata, Faw, & Page, 1981;Parsons, Schepis, Reid, McCarn, & Green, 1987;Seys & Duker, 1986). Unfortunately, analyses of the individual intervention components that were critical to the success are not possible due to the simultaneous application of antecedents, consequences, and self-management procedures.…”

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confidence: 99%

Increasing the Assessment Probe Performance of Teacher Aides through Written Prompts

Reinoehl

Halle

1994

Journal of the Association for Persons with Severe Handicaps

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of in vivo probes by six special education teacher aides were examined. The first procedure servedas baseline and consisted of inservice training, self-regulated probing and data recording, and incidental modelingby the primary investigator. This procedure produced poor probing performance, reflecting inconsistency, low frequency, and differential sensitivity towardthe threeparticipating students. The second procedure consisted of the addition of delivering data cards to aides, thus prompting them to conduct dailyprobes. This additional component resulted in a 53% increase in the level of probing and wasaccompanied by less variability, higher sustainedrates ofprobing, and more equitable probing of the students. Two types of reversal probes produced evidence that (a) the investigator's absence and (b) his presence without delivering cards occasioned low performance levels. Both conceptual (stimulus-control analysis) and applied (aides' preference for students) implications are discussed.

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“…Christian, 1983). Relatedly, the long-term effectiveness of interventions has been addressed infrequently, with only a few studies (e.g., Burg, Reid, & Lattimore, 1979;Coles & Blunden, 1981;Dyer et al, 1984) (Grossman, 1983). All residents were ambulatory and the majority were over 18 years of age.…”

mentioning

confidence: 99%

“…A resident turning a toy fire station upside down is an-example of engaged behavior because such manipulation of the building is not how the toy was intended to be used. Typically, the tern engaged has been used to denote the entire range of behaviors that we defined individually here as functional active treatment, nonfunctional active treatment, and engaged behavior (Coles & Blunden, 1981;Spangler & Marshall, 1983). Our purpose in defining each type of activity separately was to provide a more detailed assessment of the therapeutic quality of resident activity.…”

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confidence: 99%

Improving Residential Treatment Services: Implementation and Norm‐referenced Evaluation of a Comprehensive Management System

Parsons

Cash

Reid

1989

J of App Behav Analysis

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Ensuring effective service delivery by direct-care personnel in institutional living units for persons with developmental disabilities historically has been a difficult process, despite considerable attention from researchers, service providers, and governmental regulatory agencies. In this investigation, we conducted a normative evaluation of the extent and quality of treatment services currently provided in residential living units (Experiment 1) and evaluated a comprehensive management system designed to improve such services (Experiment 2). Results of the first experiment, encompassing 22 living units in three states, indicated that on the average two thirds of observed resident behavior did not involve any therapeutic activity. The results also provided social validity for the criteria used to evaluate the quality of treatment provision based on opinions of mental retardation professionals. Results of the second experiment indicated that a behavioral management program implemented during 23 separate time periods across five living units was accompanied by consistent and durable decreases in resident nontherapeutic activity as well as increases in specifically designated habilitative activity. The results provide support for the successful incorporation of behavioral management technology into human service settings on a large-scale, long-term basis.

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Maintaining New Procedures Using Feedback to Staff, a Hierarchical Reporting System, and a Multidisciplinary Management Group

Cited by 34 publications

References 0 publications

Severe Learning Disabilities and Challenging Behaviours

Severe Learning Disabilities and Challenging Behaviours

Increasing the Assessment Probe Performance of Teacher Aides through Written Prompts

Improving Residential Treatment Services: Implementation and Norm‐referenced Evaluation of a Comprehensive Management System

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