Measuring Client Gains From Staff‐implemented Programs

Greene, Brandon F.; Willis, Beatrice; Levy, Rick; Bailey, Jon S.

doi:10.1901/jaba.1978.11-395

Cited by 97 publications

(67 citation statements)

References 20 publications

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“…This implies that process feedback should accompany outcome feedback, until fluency and subsequent decreases in staff behavior have been achieved. Some research appears to support paired and prolonged use of outcome and process feedback during maintenance, but it remains unclear as to whether it was essential (Greene, Willis, Levy & Bailey, 1978;Kissel et al, 1983). As to the importance of reduced performance and effort for maintenance, this remains in need of empirical support.…”

Section: Discussionmentioning

confidence: 99%

Effects of outcome performance feedback on maintenance of client and staff behavior in a residential setting

Arco¹

1991

Behavioral Interventions

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This study examined effects of outcome performance feedback on maintenance of client and direct care staff behavior in a group home for four clients with severe/profound intellectual disability. Following baseline observations, 8 staff were instructed to prompt and praise interclient interactions and game activity during leisure sessions. Staff training comprised written instructions, in situ modeling and rehearsal, and performance feedback. This was followed by a 17-week maintenance period, during which staff received outcome performance feedback based on independent and self-recorded observations. Results showed that client gains were maintained, but did not stabilize. It was concluded that process feedback should have accompanied outcome feedback until staff behavior levels suitable for durable maintenance were obtained. In addition, successful use of performance feedback as a maintenance tool is highly dependent on which outcome behaviors are selected, and whether these are eventually naturally reinforced.

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Section: Discussionmentioning

confidence: 99%

Effects of outcome performance feedback on maintenance of client and staff behavior in a residential setting

Arco¹

1991

Behavioral Interventions

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“…However, the program described to the staff entailed individual public performance posting. Group public performance posting or posting of client performance (Greene et al, 1978) was not evaluated. These results point out the importance of including social acceptance measures in staffmanagement research and the need for further comparative evaluations regarding the acceptability of different types of staff management programs.…”

Section: Discussionmentioning

confidence: 99%

A Participative Management Approach for Improving Direct‐care Staff Performance in an Institutional Setting

Burgio

Whitman

Reid

1983

J of App Behav Analysis

101

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The present study evaluated a participative management approach for increasing the frequency of interactions between institutional staff and severely/profoundly retarded residents. The participative management approach involved teaching staff how to use self-monitoring, standard setting, self-evaluation, and self-reinforcement procedures. These procedures were then used by staff with minimal involvement of supervisory personnel. Although supervisors provided feedback and praise to staff for using these self-management behaviors, feedback and praise were never dispensed contingent on staff interactions with residents. Results indicated that during the participative management program there was an increase in staff interactions that were contingent on appropriate resident behavior. The increase in this type of staff interaction was accompanied by an increase in appropriate resident behavior. Follow-up data on both staff and resident behaviors, although showing moderating trends, suggested generally good maintenance of the initial behavior changes. Acceptability data suggested that staff were quite receptive to the program. The advantages of participative management procedures for improving staff performance in residential settings are discussed.

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“…The relationship between appropriate process and desired outcome is often an assumed one; however, it is one that merits closer examination in research that emphasizes training in processrelated variables (Agras & Berkowitz, 1980;Greene, Willis, Levy, & Bailey, 1978). The ultimate criteria for determining the adequacy of an interview would seem tied to variables other than client verbal responding, such as whether or not information obtained in the interview leads to the development of more effective treatment programs.…”

Section: Social Validationmentioning

confidence: 99%

Assessment and Training of Clinical Interviewing Skills: Analogue Analysis and Field Replication

Iwata

Wong

Riordan

et al. 1982

J of App Behav Analysis

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Two studies were conducted to assess and train clinical interviewing skills. In Experiment 1, eight university practicum students ("therapists") and either role played or volunteer "clients" were audiotaped during simulated interviews. Following the collection of baseline data on both therapist and client responses, training was provided by way of written materials, classroom instruction and practice, and quizzes. Results of a multiple baseline design across subjects showed improvements in therapists' interviewing skills and subsequent increases in client responding. Experiment 2 replicated and extended the research to a hospital outpatient clinic, in which therapists interviewed the parents of children with behavior problems. In addition, four months following the completion of Experiment 2, follow-up data collected during a maintenance condition showed continued high levels of therapist and client behavior. Finally, a panel of expert peers indicated that each response category was judged highly relevant to the behavioral assessment process.DESCRIPTORS: behavioral assessment, interviewing, staff trainingThe development and implementation of behavioral treatment programs are often preceded by interviews with clients, their relatives, and other mediators, in which information is sought regarding the focus and goals of intervention. Such assessment interviews are especially common in clinical settings, where the initial contact between therapist and client usually involves some verbal interaction. Although the information obtained in an interview may be of uncertain reliability, it often serves as the basis for further, more systematic inquiry

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Measuring Client Gains From Staff‐implemented Programs

Cited by 97 publications

References 20 publications

Effects of outcome performance feedback on maintenance of client and staff behavior in a residential setting

Effects of outcome performance feedback on maintenance of client and staff behavior in a residential setting

A Participative Management Approach for Improving Direct‐care Staff Performance in an Institutional Setting

Assessment and Training of Clinical Interviewing Skills: Analogue Analysis and Field Replication

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