Biomedical subjects

Dennis H Reid

Publications and source records attributed to Dennis H Reid.

13 recordsLinked to original sources

PubMed2006

Enhancing job-site training of supported workers with autism: a reemphasis on simulation.

Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers with autism to provision of training exclusively on the job. Job-site training occurred in a small publishing company during the regular work routine, and simulation training occurred in an adult education site for people with severe disabilities. Two pairs of workers received training on two job skills; one skill was trained at the job site and the other was trained using job-site plus simulation training. Results indicated that for 3 of the 4 comparisons, job-site plus simulation training resulted in a higher level of skill or more rapid skill acquisition than did job-site-only training. Results suggested that job-site training, the assumed best practice for teaching vocational skills, is likely to be more effective if supplemented with simulation training. Directions for future research include expanding applications of behavioral technologies to other aspects of the current support paradigm.

Adult↗

PubMed2005

Evaluating and increasing in-home leisure activity among adults with severe disabilities in supported independent living.

Observations were conducted of the in-home leisure activity of three adults with severe disabilities in three supported independent living (SIL) sites. Results indicated a lack of leisure engagement. Potentially preferred, typical leisure activities were then identified by consulting lists of common leisure activities, surveying adults in surrounding communities, and interviewing support staff and family members. Next, in-home staffs were trained to provide the identified leisure activities in a repeated, paired-choice manner. Results indicated increased leisure engagement for each participant when staff provided leisure choices along with brief prompting. Social validation surveys suggested the choice procedures were well received by the staff and participants. Comparison observations of nine adults in other SIL arrangements in two states indicated the low levels of engagement initially observed in the three target homes may be quite common among people with severe disabilities in SIL. Results are discussed regarding use of behavioral procedures to evaluate and improve aspects of quality of life in SIL. Future research needs noted focus on how to impact staff performance and consumer lifestyles in residential settings in which supervision is infrequent.

Activities of Daily Living↗

PubMed2005

An enriched teaching program for reducing resistance and indices of unhappiness among individuals with profound multiple disabilities.

We evaluated an enriched teaching program for reducing resistance and indices of unhappiness displayed by 3 individuals with profound multiple disabilities during teaching sessions. The program involved presentation of preferred activities before, during, and after each teaching session, discontinuation of identified nonpreferred activities, and a brief break and preferred activity following occurrence of resistance. Implementation of the enriched teaching program was accompanied by reductions in resistance and indices of unhappiness for each participant. Results also indicated no negative impact of the program on participant performance of the teaching steps or staff teaching proficiency. Staff questionnaire responses provided a degree of social validation for the observed changes in that staff reported the participants liked the enriched teaching program more than the traditional teaching process. Directions for future research discussed include identifying critical aspects of the overall program and the potential relation between teaching proficiency and the program's enrichment effectiveness.

Abnormalities, Multiple↗

PubMed2004

Increasing pretend toy play of toddlers with disabilities in an inclusive setting.

UNLABELLED: We evaluated a program for increasing pretend toy play of 2-year-old children with disabilities in an inclusive classroom. Classroom personnel implemented the program, which involved choices of classroom centers containing toys that tend to occasion pretend play in toddlers without disabilities, along with prompting and praise. Increases occurred in independent pretend-play rates among all 5 participating toddlers. Results are discussed regarding the importance of promoting toy play of very young children with disabilities that is similar to the type of play of their nondisabled peers, and the need to identify critical program components that are applicable in inclusive settings. DESCRIPTORS: pretend play, young children with disabilities

Child Behavior↗

PubMed2004

Improving day-treatment services for adults with severe disabilities: a norm-referenced application of outcome management.

We evaluated an outcome management program for working with staff to improve the performance of adults with severe disabilities in a congregate day-treatment setting. Initially, observations were conducted of student task involvement and staff distribution of teaching interactions across students in four program sites. Using recent normative data to establish objective goals for student performance, management intervention was warranted in two of the sites. A six-step outcome management program was then implemented in the two sites. The program involved defining desired student and staff outcomes, systematic monitoring of the outcomes, staff training, and supportive and corrective feedback. The outcome management program was accompanied by increases in student on-task behavior and staff distribution of teaching interactions in both sites. The increases brought the levels of on-task behavior above the normative average; on-task behavior was maintained above the baseline average for over 1 year in both sites. These results are discussed in terms of the benefits of relying on normative data for objectively evaluating and improving service delivery systems. Discussion of future research needs focuses on applying the outcome management program to other settings and services for people with disabilities.

Adult↗

PubMed2003

Observational assessment of toy preferences among young children with disabilities in inclusive settings. Efficiency analysis and comparison with staff opinion.

Numerous investigations have demonstrated means of assessing preferences among students and adults with disabilities. In contrast, there has been little attention on preference identification among young children. We evaluated a preference assessment with 7 toddlers and preschoolers with disabilities in inclusive programs. First, identification of toy-play preferences was compared across three assessments that varied in amount of toy-play behavior sampled and time required for implementation (5-, 10-, and 15-session assessments). Second, results of the assessments were compared to staff opinion. Results indicated the most efficient assessment identified preferences that generally were consistent with preferences identified with the less time-efficient assessments. Results also indicated staff reports did not consistently indicate which toys were played with most frequently. Overall, results demonstrate an efficient means of determining preferences among young children with disabilities in inclusive settings. Results also suggest that staff opinion should not be relied on exclusively to determine preferences.

Child Development Disorders, Pervasive↗

PubMed2003

Best and worst ways to motivate staff in community agencies: a brief survey of supervisors.

Supervisors in community agencies were surveyed regarding the best and worst ways to motivate staff to work diligently and enjoy work. Most respondents (88%) reported that it was very or extremely important for supervisors to motivate their staff, although only 53% reported that supervisors performed well in this regard. Concerning the best way to motivate staff, the most common response category was interacting positively and providing positive feedback for work performance. Regarding the worst way to motivate, the most common response category was interacting negatively with staff and providing negative feedback. Results are discussed in terms of emphasizing positive interaction styles and feedback by supervisors to help ensure that community support staff experience a motivating work environment.

Community Mental Health Services↗

PubMed2003

An outcome management program for extending advances in choice research into choice opportunities for supported workers with severe multiple disabilities.

We evaluated an outcome management program for increasing choice opportunities provided by 2 job coaches for 5 supported workers with severe multiple disabilities in a community job. The program involved specifying and monitoring behavioral outcomes among workers and staff, training staff, and supportive and corrective feedback. Increased choice provision occurred for both job coaches across a 1-year period. Results indicate how outcome management can help translate advances in choice research into routine practice.

Adult↗

PubMed2002

Maintaining proficient supervisor performance with direct support personnel: an analysis of two management approaches.

A traditional management approach using indirect feedback was compared to an approach involving direct feedback for maintaining supervisory proficiency in observing and providing feedback to staff. Three supervisors participated in each condition. The first 3 supervisors then received direct feedback. Direct feedback was accompanied by high levels of performance relative to the indirect feedback protocol. The need for maintenance procedures with supervisors is discussed.

Administrative Personnel↗

PubMed2002

A prework assessment of task preferences among adults with autism beginning a supported job.

A prework paired-task assessment was evaluated for identifying work preferences among 3 adults with autism beginning a supported job. When the workers began the job, choices were provided between more and less preferred tasks (determined by previous assessment). Results supported the assessment for identifying single task preferences, but did not reveal preferences of 2 workers for alternate tasks. Results are discussed in terms of evaluating other prework assessments that may reveal task-alternation preferences.

Adult↗

PubMedDate not supplied

Improving staff performance through clinician application of outcome management.

In two studies, three clinicians were assisted in using an outcome management approach to supervision for improving the work performance of their staff assistants. Using vocal and written instructions, feedback, and modeling, each clinician was assisted in specifying an area of staff performance (or consumer activity related to staff performance) to improve, developing and implementing a performance monitoring system, training staff in the targeted performances using performance- and competency-based training, and providing on-the-job supportive and corrective feedback. In Study 1, a senior job coach was assisted in using the outcome management steps to improve prompting procedures of three staff job coaches working with supported workers with autism in a community job. Correct prompting improved for all three job coaches following implementation of the outcome management process by the senior job coach. In Study 2, two teachers in two adult education classrooms were assisted in using the process to improve the degree to which their assistants involved students with severe disabilities in meal-preparation activities. Student participation in the activities increased in both classrooms when the teachers implemented the outcome management steps. In both studies, improved performances maintained for at least a 14-week period. Results are discussed in regard to working with supervisors as representing one step in promoting the adoption of research-based supervisory strategies within human service organizations.

Adult↗

PubMedDate not supplied

Evaluation of a shared-work program for reducing assistance provided to supported workers with severe multiple disabilities.

Concern has been expressed recently regarding the need to enhance the performance of individuals with highly significant disabilities in community-based, supported jobs. We evaluated a shared-work program for reducing job coach assistance provided to three workers with severe multiple disabilities in a publishing company. Following systematic observations of the assistance provided as each worker worked on entire job tasks, steps comprising the tasks were then re-assigned across workers. The re-assignment involved assigning each worker only those task steps for which the respective worker received the least amount of assistance (e.g., re-assigning steps that a worker could not complete due to physical disabilities), and ensuring the entire tasks were still completed by combining steps performed by all three workers. The shared-work program was accompanied by reductions in job coach assistance provided to each worker. Work productivity of the supported workers initially decreased but then increased to a level equivalent to the higher ranges of baseline productivity. These results suggested that the shared-work program appears to represent a viable means of enhancing supported work performance of people with severe multiple disabilities in some types of community jobs. Future research needs discussed focus on evaluating shared-work approaches with other jobs, and developing additional community work models specifically for people with highly significant disabilities.

Adult↗

PubMedDate not supplied

Increasing toy play among toddlers with multiple disabilities in an inclusive classroom: a more-to-less, child-directed intervention continuum.

We evaluated a more-to-less, child-directed continuum of interventions to increase toy play among toddlers with multiple disabilities in an inclusive classroom. In keeping with recommended practices in early intervention, all procedures were conducted within the toddlers' classroom. Following initial observations of three toddlers (under 3 years of age) that indicated toy play was less frequent than that of their typically developing peers, preference assessments were conducted of selected toys. The toddlers were then provided with repeated choices of preferred toys in a child-directed manner. Two of the toddlers subsequently received staff prompts and praise for toy play, representing a less child-directed (i.e., more staff-directed) intervention component, in addition to choices of preferred toys. Overall, toy play as well as nonprompted toy play increased for one toddler during the former condition and for two toddlers during the latter condition. For two of the toddlers, toy play increased to a level commensurate with that of their classmates who did not have disabilities. Small increases also occurred in the number of toys played with by each toddler. Results are discussed in terms of how intervention procedures can be applied along a more- to less-child-directed continuum based on individual child responsiveness to respective procedures. Areas for future research discussed include applying the continuum with other child behaviors, including more advanced toy play.

Child Behavior↗