|
| Performance Feedback and Video Technology: Training from Education to Athletics |
| Monday, May 28, 2007 |
| 2:30 PM–3:50 PM |
| Emma C |
| Area: OBM; Domain: Applied Research |
| Chair: John Stokes (Simmons College) |
| CE Instructor: John Stokes, Other |
| Abstract: There are many challenges with training staff and teachers in Humans service agencies and schools with limited time and resources Administrator and supervisory must find way to quickly and accurately train staff to be able to perform with students and individuals in school day program and residential setting. This symposium provide several example of multiple training interventions, using video Feedback to train educational assessment and interaction skills to teachers parents and direct care staff The first presentation describes a method for training parents and staff to implement functional analysis using performance feedback and Video Feedback to increase accuracy of implementation of consequence during conditions. The second presentation describes a performance management intervention that used Video observation to increase effective interaction skills increasing clinical interaction skills for teachers in a school and residential programs. The third presentation describes a training program to teach discrete trial training to staff in a residential school for children with Autism. All presentation represents interventions used across multiple staff in education and therapeutic environments. |
| |
| The Effects of Video Feedback in Training Parents and Direct Care Staff to Implement Functional Analysis Conditions. |
| MARY BOLTIN (Vinfen Corporation), John Stokes (Simmons College), Megan Guidi (Simmons College and The Vinfen Corporation) |
| Abstract: Accuracy in implementing appropriate consequences during Functional Analysis condition is critical in gaining accurate outcome. The present study examined the use of instructional workshop for staff and parent, Performance feedback and Video Feedback to conduct functional analysis. Results indicated that six of eight participant met accuracy criterion following the video feedback training. Follow up data taken at 1 week and 1 month indicated that a high level of accuracy was maintained in all subjects. Five participants accurately conducted sessions with students in the home. Inter-observer reliability was conducted for 70% of session. Reliability ranged from 31%-100% with a mean score of 87.5% accuracy. Data is represented graphically. |
| |
| Utilizing Performance Feedback and Video to Increase Athletic Performance of High School Football Players. |
| JOHN STOKES (Simmons College), Elise Cooke (Holliston Public Schools) |
| Abstract: In the field of human services, utilizing effective training methods for developing and monitoring staff work performance is critical to the maintenance of a high quality of life for individuals served. The same principles that used for increasing work skills can also be used to increase the skills used for most sports. In this study five high school football players were exposed to a training package which utilized video as a performance feedback tool as well as tag teaching to improve desired athletic skills. There was verbal feedback, video feedback and the use of successive approximation with a tag teacher provided. Player’s performances were assessed in a multiple baseline design. Results indicated an increase in desired athletic skills in all 5 participants following the video-self-monitoring training package. Each player was trained to competency then maintenance checks were conducted for a 2 week period. Results showed that skill performance was maintained. Inter-observer agreement on the dependent variable was collected during 100% of the sessions and averaged 94.65% (graphs available upon request). |
| |
| Performance Feedback: A Component Analysis with Extended Generality. |
| KRISTOFER VAN HERP (Greater Lawrence Educational Collaborative), Stephanie Nostin (Greater Lawrence Educational Collaborative) |
| Abstract: Performance feedback has been shown to be an effective teaching tool and motivator in a wide variety of professional environments. Performance feedback typically consists of two key components; corrective and positive feedback. Recent studies have demonstrated positive effects of performance feedback, but have come up short in maintenance outcomes (Moore et al, 2002) and generality to supplementary curriculum (Leblanc, Ricciardi & Luiselli, 2005). The purpose of this study was to examine the effects of corrective feedback and positive feedback independently and as a treatment package through the use of a reversal design. In addition to, investigating each component’s extended temporal effects as well as generality across a curriculum of activities. This was done through a sequential feedback program involving 6 instructional assistants of varied tenure, and their ability to implement discrete trial instruction with children on the autism spectrum. Results showed that corrective feedback alone displayed superior generative effects of improved instruction than that of positive feedback alone; but combined in a treatment package they were superior to both individually. This was shown through improved discrete trial instruction across a curriculum and 14 weeks beyond training. |
|
| |