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| Innovations in Staff Training |
| Sunday, May 30, 2004 |
| 1:30 PM–2:50 PM |
| Constitution A |
| Area: DDA; Domain: Applied Research |
| Chair: Michael J. Cameron (Simmons College) |
| Abstract: Learning Objectives
Participants will learn to define and apply correspondence training
Participants will learn to define and use the concepts related to "memory for action"
Participants will learn about the anatomy of a quality Behavior Support Plan |
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| Correspondence Training: Using Verbal Rehearsal to Enhance Staff Performance of Physical Crisis Intervention Techniques |
| ROBERT L. SHAPIRO (Simmons College) |
| Abstract: Correspondence training and verbal rehearsal strategies can be effective strategies to enhance task completion and accuracy. Studies involving these strategies have demonstrated their usefulness in improving accuracy of and compliance with physical activities, grooming skills, and homework completion, among other uses. Given this information, correspondence training remains underutilized in applied settings. This study used correspondence training in a small group setting to improve the accuracy of physical techniques performed by bilingual staff in a five-day crisis intervention course. Accuracy of techniques taught using correspondence training was compared with accuracy of techniques taught using traditional methods. Data were collected using percent of steps completed independently as well as a task analysis grid. Interobserver reliability, collected on 25% of trials, was 90.5%. Subjects uniformly performed with a higher level of accuracy and independence on techniques taught with correspondence training. These results were especially robust in earlier days of training, suggesting that correspondence training can be an effective and efficient strategy for teaching physical crisis intervention techniques to a group of subjects, especially when time and resources are minimal. Suggestions for future research and implications of theses data in human services agencies are explored. |
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| Relevance of "Memory for Action" in the Instruction of Entry Level Manual Sign |
| SUSAN O'SHEA (Simmons College) |
| Abstract: A frequently reported challenge to teaching manual sign language has been rapid acquisition followed by poor retention. It has been suggested that this is due in part to limited training time per session and infrequent refresher opportunities. Recent studies have demonstrated that memory is enhanced through the use of self-performed actions or output behaviors otherwise known as memory for action (Zimmer & Engelkamp) with very positive results. Using a multiple baseline design, this study compared retention rates on several different levels. It first compared retention of spoken language using verbal rehearsal to sign language using single word demonstration and replication. This was followed by a comparison of single word sign instruction to sign instruction using chained signs with varying locations within the chain sequence. Early results demonstrated comparable acquisition rates across all interventions, however the data supported that memory for action successfully increased the rate of retention. Retention rates of manual sign vocabulary were even greater when memory for action was elaborated upon through chained sign rehearsal in a variety of sequences. Interobserver agreement exceeded 90%. The initial results are very promising and may have implications for future research investigating the utilization of memory for action as an intervention method for a variety of types of augmentative systems. |
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| Effects of Fixed Time Release vs. Criterion Based Release of Emergency Physical Restraint |
| JOHN STOKES (Vinfen Corporation), Michael F. Dorsey (Simmons College) |
| Abstract: Most emergency restraint procedures call for the physical holding of an indivudal until he or she is calm (Foxx, 1982). These restraints can often go on for long periods of time. Due to the size of many indivudals in adult services, implementing emergency physical restraint requires multiple staff members to overcome an individual's active resistance. The purpose of this study was to determine whether "untimed, contingency-based" physical restraints were more effective than "timed, non-contingent" release. Results of this study showed that the best decision for any indivudal is driven by the motivational function of their aberrant behavior. Both procedures were compared for all participants. Dependent variables included: length of physical restraint, latency to reapplication, and the total number of reapplications. Interobserver reliability data were collected on every session and exceeded 98%. |
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| The Anatomy of the Optimal Behavior Plan |
| BILL GEARY (Simmons College) |
| Abstract: Progess has been made over the years in identifying effective behavioral strategies for helping people with disabilities learn and improve the overall quality of their lives. However, even proven strategies will be ineffective if not implemented correctly by front-line staff. Initial findings in this study indicated that consistent implementation of plans occurred less than 50% of the time (especially as related to the proactive procedures outlined in the plan). Past research has found many factors (staff training techniques, length of plan, type of language in the plan) that influence effective plan implementation. The goal of this study was to identify the optimal structure, instruction, and follow-up measure that would best improve procedural reliability and implementation consistency in a large non-profit agency supporting individuals with developmental disabilities. The study compared a highly structured procedure for training and follow-up on behavior plans wth an existing procedure that was less structured and rigorous. Results of this study clearly indicate that when quality behavior plans are combined with intensive staff training and follow-up supervision. proficient plan implementation increased significantly. Interobserver reliability on both the independent (procedural reliability) and dependent variables exceeded 82%. |
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