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| Staff Development in Developmental Disabilities |
| Sunday, May 27, 2007 |
| 3:00 PM–3:50 PM |
| Annie AB |
| Area: DDA |
| Chair: Andrew M. Syvertsen (The Chicago School of Professional Psychology) |
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| Evaluation of Materials, Instruction, and within Session Feedback to Increase Staff Choice-Offering Behavior. |
| Domain: Applied Research |
| ANDREW M. SYVERTSEN (The Chicago School of Professional Psychology), Robert J. Alexander (The Chicago School of Professional Psychology), David A. Pyles (Behavior Change Systems, Inc.) |
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| Abstract: This study examined the effectiveness of three interventions on the choice-offering behavior of staff in a large state-operated developmental facility. We used a multiple-baseline across subjects research design to examine the effectiveness of introducing new materials, giving pre-session instruction along with a job aid, and within session feedback/coaching. The data show that the within session feedback/coaching was most effective in producing increases in the choice-offering behavior of the subjects. The study also examined the beneficial effects of the interventions on resident choice-making. Follow up data show that subject’s choice-offering behavior was maintained up to “eight weeks” after completion of the study. |
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| Transforming Behavioral Assessment and Support Plan Procedures at a Residential Facility for Adults. |
| Domain: Applied Research |
| PAUL W. HEERING (Rplus), Kail H. Seymour (Rplus) |
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| Abstract: In order to increase the quality of functional assessments and behavior support plans at a developmental center, a standardized Excel program, interview/data collection worksheets, and a training curriculum were created to enable psychology staff to complete functional assessments. In February 2006 the new assessment and support plan system was fully implemented. A quasi-random sample of assessments and plans were examined eight months after implementation. Comparisons were made between documents prepared before (Group A) and after (Group B) the implementation of the Excel program/training curriculum. Of the sample collected, functional assessments existed for 7 of 19 plans in group A and for 19 of 19 plans in group B. The assessments in group A contained 19% of necessary components while the assessments in group B contained 94% of these components. Standard practices and current residential facility procedures call for using these functional assessments as the foundation for behavior support plans. Data regarding the quality of the behavior support plan components will also be presented. Timelines and specific procedures of systemic changes will also be presented and explained. |
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