|
| Less is More: Effective Staff Training on the Most Important Outcomes for Adults with Disabilities |
| Monday, May 28, 2007 |
| 1:30 PM–2:20 PM |
| Annie AB |
| Area: DDA/OBM; Domain: Applied Research |
| Chair: Michael C. Strouse (Community Living Opportunities, Inc.) |
| Discussant: Alan E. Harchik (The May Institute) |
| CE Instructor: Diane Bannerman Juracek, Ph.D. |
| Abstract: Efficient training of staff is a high priority for agencies serving people with severe developmental disabilities. This symposium examines a complete makeover of staff training in two agencies supporting people with severe developmental disabilities. Community Living Opportunities, Inc. (CLO), located in Eastern Kansas, provides residential services for 185 adults and features the Family Teaching Model (FTM), where 1 to 3 people live with a family who provides care, teaching, and a preferred lifestyle. California Community Opportunities, Inc. (CCO), located in San Jose, provides FTM services to people moving from Agnews Developmental Center. The first paper examines the effects of shortened workshop and in-home training on Family Teacher performance on tests and observations after workshop sessions, after 90 days, and after six months. The second study is a replication (at CCO) of the training and testing model, but focuses on in-home coaching lessons and ongoing assessment of primary outcome areas including safety, rights, supervision, and teaching skills. The third paper focuses on Social validity of the training model. Parents and frequent visitors of individuals are queried regarding satisfaction with training and outcomes. Preliminary data suggest that in situ training focused on the most important staff skills results in the best outcomes. |
| |
| Let Go of the Kitchen Sink: Are Staff Learning and Doing the Most Important Things? |
| DIANE BANNERMAN JURACEK (Community Living Opportunities, Inc.), Holly M. Sweeney (Community Living Opportunities, Inc. and University of Kansas), Michael C. Strouse (Community Living Opportunities, Inc.), Jamie D. Price (Community Living Opportunities, Inc.), Yolanda Hargett (Community Living Opportunities, Inc.), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas) |
| Abstract: Getting direct support staff trained as efficiently as possible is a high priority for agencies serving people with severe developmental disabilities. Additionally, insuring that staff are focused on the safety, health, and rights of consumers is critical. Community Living Opportunities, Inc. recently decreased the number of learning objectives and training hours in Family Teaching Model Pre-service workshops based on feedback from peer professionals. The number of learning objectives was reduced to focus on safety, health, and rights. Revised classroom and in-home training is evaluated with post-training quizzes and 90 day and 6-month tests and observations. Outcomes, like the number of injuries, care concerns, and consumer satisfaction are continuously tracked. Prior to intervention, new staff were completing an average of only 68% of required training activities within 30 days after hire. Preliminary data are expected to show improvements in completion of training and staff performance. It is also expected that the frequency of injuries and care concerns will be reduced. Though everything seems important when it comes to the care of people with significant needs, attempting to teach people too much, too quick, may not be effective. |
| |
| Evaluating the Family Teaching Model Training Workshops and Coaching. |
| DEBI ANN ALVEY (California Community Opportunities, Inc.), Susan L. Richardson (Community Living Opportunities, Inc.), Amy Peeler (California Community Opportunities, Inc.), Robert M. Churchill (Behavior Analysis, Inc.), Holly M. Sweeney (Community Living Opportunities, Inc. and University of Kansas), Diane Bannerman Juracek (Community Living Opportunities, Inc.), Michael C. Strouse (Community Living Opportunities, Inc.) |
| Abstract: Human Service Agencies that serve adults with developmental disabilities in their communities are often challenged with meeting mandated state training requirements and their own rigorous internal training components while ensuring that staff are demonstrating the skills taught. California Community Opportunities (CCO) is one such agency that is currently receiving support from Community Living Opportunities (CLO) to replicate the Family Teaching Model (FTM). The Family Teaching Model training package consists of (a) a Pre-service workshop, (b) a Family Teaching Model workshop, (c) in-home coaching between the Family Teaching Couple and the FTM Coach, and (d) regular evaluation and feedback regarding implementation of the CLO FTM outcomes. Quality Evaluation (QE) tools have been developed to track the progress made by Family Teachers on producing the skill sets that need to be learned. Data analyzed include results of QE tools completed before and after training workshops and before and after in-home coaching on the topics of schedules, engagement, supervision and safety, rights, and teaching. An evaluation of the data will show possibilities of implementing a simplified training process in the FTM. |
| |
| Social Validity of Family Teaching Model Outcomes. |
| SUSAN L. RICHARDSON (Community Living Opportunities, Inc.), Debi Ann Alvey (California Community Opportunities, Inc.), Amy Peeler (California Community Opportunities, Inc.), Robert M. Churchill (Behavior Analysis, Inc.), Holly M. Sweeney (Community Living Opportunities, Inc. and University of Kansas), Diane Bannerman Juracek (Community Living Opportunities, Inc.), Michael C. Strouse (Community Living Opportunities, Inc.) |
| Abstract: The Family Teaching Model (FTM) is a comprehensive treatment package with the ultimate goal of providing a meaningful life to individuals with profound developmental disabilities. Several primary components of this package include the identification of measurable outcomes for the individuals served, and the implementation of a teaching curriculum for the teachers providing direct care. Another important component includes the analysis of satisfaction surveys disseminated to the individuals, family members and other independent parties that have regular contact with the individuals served. The purpose of this study is to examine the social validity of the outcomes identified in the FTM through the analysis of satisfaction surveys disseminated to family members and other frequent visitors of individuals served. CLO has developed Quality Evaluation (QE) tools to measure Family Teachers’ progress with meeting the outcomes. A study previously described in this symposium examines the effectiveness of CLO’s teaching curriculum on producing the desired skill set for achieving the outcomes. This study systematically examines the correlation between skill sets and outcomes achieved and degree of family member and visitor satisfaction. |
|
| |