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Improving instruction for adults with developmental disabilities: Evaluation of a staff training package
Author(s) -
Sigafoos Jeff,
Roberts Donna,
Couzens Donna,
Caycho Liliana
Publication year - 1992
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.2360070404
Subject(s) - psychology , multiple baseline design , intervention (counseling) , task (project management) , medical education , quality (philosophy) , training (meteorology) , reinforcement , applied psychology , medicine , social psychology , philosophy , physics , management , epistemology , psychiatry , meteorology , economics
Improvements in adaptive behavior among adults with developmental disabilities often depends on the quality of instruction delivered by direct‐care staff. The present study evaluated the effectiveness of a multifaceted package for improving the quality of instructional interactions among three staff/adult dyads. Instructional interactions were first analyzed to identify areas for improvement. A multifaceted intervention package consisting of inservice training, participative management, and on‐going feedback was then implemented in a multiple‐baseline design across dyads. The package trained staff to increase their use of time delay and reinforcement strategies and these changes were associated with greater independence in a sandwich making task among two of the three participating adults. The results suggest direct observation of existing instructional interactions may provide valuable information when training staff to implement effective habilitative programs for adults with developmental disabilities.