Ongoing Consultation as a Method of Improving Performance of Staff Members in a Group Home

Abstract

A model of ongoing consultation was implemented in a community group home for 8 adults with severe and profound mental retardation. Two consultants, highly experienced in working with people with mental retardation and in the procedures used in group homes, taught staff members to use a token reinforcement system, to engage the adults in a variety of activities, and to improve the content and style of the staff members' interactions with the adults. The consultants taught skills to 9 staff members through brief mini-workshops, direct observation of the staff members' use of the skills during regular activities in the group home, and individual verbal feedback regarding a staff member's performance of the skills. Evaluation of the ongoing consultation process by the 2 consultants showed it to be effective in improving the performance of the staff members and in changing the behaviors of the adults who lived in the home. Continued implementation of the process, however, appeared to be necessary for the behavior changes of staff members to be maintained at high levels.

Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists

“…A further meeting was also held for all TAs and the respective school SENCos to recap on the training conducted and an outline of the research design, school-based requirements and support to be offered by the researcher was provided. In order to ensure treatment fidelity (Harchik, Sherman, Sheldon, & Strouse, 1992;Schinke, Botvin, & Orlandi, 1991) various actions were taken, such as:…”

Feedback for improving staff training and performance in behavioral treatment programs

“…Many studies have shown that without self-generated feedback staff required frequent posttraining supervisory feedback, ranging from twice a week to once every two weeks, for staff and client behavior to be maintained (e.g., Green, Reid, Perkins, & Gardner, 1991;Hall & Macvean, 1997;Harchik, Sherman, Sheldon, & Strouse, 1992;Hrydowy & Martin, 1994;Ivancic, Reid, Iwata, Faw, & Page, 1981;Methot, Williams, Cummings, & Bradshaw, 1996;Page, Iwata, & Reid, 1982). Arguably, self-generated feedback should enhance generalization of staff performance by evoking and reinforcing behavior that would otherwise not occur in the absence of supervisors.…”

Living with support in a home in the community: Predictors of behavioral development and household and community activity

“…Repp et al [1981] found that staff rarely used the form of instruction most likely to help residents respond correctly (nonverbal instruction either with or without physical assistance) and usually employed the form of instruction (verbal instruction) that most likely led to non-response. Various studies have demonstrated the beneficial impact of training or supervising staff to provide assistance or praise for participation, schedule activity, and organize their responsibilities for supporting resident activity [e.g., Porterfield et al, 1980;Parsons et al, 1989;Harchik et al, 1992;Anderson et al, 1997;Jones et al, 1999]. Holland and Meddis [1993] concluded that people who spent more time engaged in household activities lived in community houses that had procedures to encourage participation, such as schedules of household tasks and staff actively supporting people to undertake them.…”