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| Improving Staff Implementations |
| Monday, May 29, 2017 |
| 10:00 AM–10:50 AM |
| Hyatt Regency, Mineral Hall D-G |
| Area: OBM |
| Instruction Level: Advanced |
| Chair: Austin O'Neal (The University of Kansas) |
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| Staff Consistency of the Implementation of a Token Economy in a Juvenile Detention Center |
| Domain: Applied Research |
| AUSTIN O'NEAL (The University of Kansas), Jan B. Sheldon (University of Kansas), James A. Sherman (The University of Kansas), Pam Weigand (Douglas County Youth Services) |
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| Abstract: Approximately 318,000 juveniles are admitted to juvenile detention facilities each year. The future of these juveniles may be greatly influences by staff behavior. The purpose of this research was to develop a consistent method of implementation of a token economy in a Juvenile Detention Center (JDC). Five Juvenile Correctional Officers (JCOs) participated in the study. The JDC administrative staff previously had developed a token system with monetary ranges for fines and points that were to be given to the youth by the JCOs. The primary researcher recorded data in vivo. The primary researcher observed the JCOs administration of the token system and scored each JCOs administration as within range, out of range, or unspecified as determined by the pre-established monetary ranges. To further improve staff consistency and ease of implementation, the primary researcher and the JDC administrative staff developed new guidelines featuring more uniform monetary ranges; these guidelines were given to all JCOs. A token economy manual was then given to JCOs using a multiple baseline across participants design. Results indicated the intervention may have simplified the token economy program leading some participants to improve in consistency; however, some participants showed little, if any, change. |
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| Treatment Integrity in Special Education Classrooms: A Component Analysis |
| Domain: Service Delivery |
| CAROLYN S. RYAN (Ryan Psychological, P.C.; Reach for the Stars Learning Center) |
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| Abstract: The goal of the current study was to improve the organization’s productivity and regulatory compliance based on direct observation, with specific focus on treatment integrity shown by direct staff working with students in a special education classroom. The staff were expected to present teaching sessions and complete individualized IEP goals for each student in the classroom. Initially according to historical data, no goals or individualized teaching were presented. After baseline and then the presentation of a daily instruction to staff, percentage of goal completion did not improve. With the implementation of a summary sheet along with daily instruction, minor improvement was displayed. During the last phase, data were dramatically improved when the daily instruction and summary sheet were combined with daily reminders and a weekly meeting to review. Data are presented for a pilot classroom that was then replicated with additional classrooms. |
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