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Biomedical subjects

D H Reid

Publications and source records attributed to D H Reid.

78 records · Page 5Linked to original sources
PubMedDate not supplied

Evaluating and improving residential treatment during group leisure situations: a program replication and refinement.

The authors attempted to replicate and refine a program for evaluating and improving residential treatment services during group leisure periods in living units. In Study 1, an active treatment program was implemented using a consultant model in two living units serving persons with severe handicaps. Similar to previous research, the program was accompanied by decreases in nonadaptive client behavior in both units during leisure periods. In addition, a time-efficient monitoring system was developed which suggested that two staff-related variables, provision of leisure materials, and interactions with clients were related to the program's success. Study 2 evaluated more thoroughly the relationship of these variables to client nonadaptive behavior in 20 residential units in four states. Significant predictive relationships again were found between nonadaptive behavior and material availability, and between nonadaptive behavior and staff interactions with clients. Results of Study 2 also indicated that three living unit supervisors readily learned to use the evaluation system. Results are discussed regarding the importance of simple and efficient monitoring systems for routinely evaluating and improving residential services.

Adult↗
PubMedDate not supplied

Reducing job coach assistance for supported workers with severe multiple disabilities: an alternative off-site/on-site model.

Adults with severe multiple disabilities constitute a very small percentage of individuals in supported work. When these persons do obtain community jobs, considerable assistance is usually required. We evaluated an off-site/on-site program for reducing job coach assistance provided for three adults with severe multiple disabilities in a part-time community job. Following observations of the supported workers' job performance in a publishing company, the job support reduction program was implemented while the individuals received more traditional day services when not at work. The program involved assessing the amount and type of assistance provided for each step in a worker's job tasks, and then reducing the assistance through environmental adaptations and instruction. After implementation in the nonwork setting, the adaptations and instruction were extended to the work site. Immediate reductions occurred in the amount of assistance provided by job coaches for each supported worker while on the job. No adverse effects on productivity were observed. These results suggest that an off-site/on-site approach to reducing work assistance represents a viable alternative to current supported work models. Social validity observations in 10 job sites highlighted the need to demonstrate ways to reduce work assistance provided for workers with severe multiple disabilities. Future research areas are noted, focusing on evaluating other models for enhancing supported work opportunities for people with highly significant disabilities.

Adaptation, Psychological↗
PubMedDate not supplied

Training basic teaching skills to community and institutional support staff for people with severe disabilities: a one-day program.

Shortcomings in the technology for training support staff in methods of teaching people with severe disabilities recently have resulted in calls to improve the technology. We evaluated a program for training basic teaching skills within one day. The program entailed classroom-based verbal and video instruction, practice, and feedback followed by on-the-job feedback. In Study I, four undergraduate interns participated in the program, and all four met the mastery criterion for teaching skills. Three teacher aides participated in Study 2, with results indicating that when the staff applied their newly acquired teaching skills, students with profound disabilities made progress in skill acquisition. Clinical replications occurred in Study 3, involving 17 staff in school classrooms, group homes, and an institution. Results of Studies 2 and 3 also indicated staff were accepting of the program and improved their verbal skills. Results are discussed regarding advantages of training staff in one day. Future research suggestions are offered, focusing on identifying means of rapidly training other teaching skills in order to develop the most effective, acceptable, and efficient technology for staff training.

Adolescent↗
PubMedDate not supplied

Assisting older adults with severe disabilities in expressing leisure preferences: a protocol for determining choice-making skills.

We evaluated a protocol involving two types of choice presentations for assessing leisure choice-making skills of seven older adults with severe disabilities. Initially when presented with pairs of objects representing choices, choice making was validated through demonstration of an object preference. A more complex choice-presentation format was then employed, involving pictures to represent choices. If the preference identified with objects was not demonstrated using pictures, a replication of the object format occurred to ensure changes in choice making using pictures was not due to a preference change. Five participants demonstrated choice-making skills using objects and two demonstrated choices using pictures. These results reflect the importance of assessing choice-making skills prior to presenting choice opportunities. Suggestions for future research focus on expanding the assessment protocol to include a wider array of choice-making skills and training staff to provide choices in a format commensurate with an individual's skill level.

Activities of Daily Living↗
PubMedDate not supplied

Supervisory training for teachers: multiple, long-term effects in an education program for adults with severe disabilities.

We evaluated a means of training special education teachers in supervisory strategies for improving specific teaching-related performances of their paraprofessional, teacher assistants. Using classroom-based instruction and on-the-job monitoring and feedback, seven teachers were trained to systematically observe the data collection and teaching performances of their assistants as well as to provide contingent feedback. The supervisory training for teachers, evaluated using a multiple-probe design across groups of assistants, was accompanied by improvements in data collection performances among seven of eight assistants. Improvement in other teaching skill applications also occurred. The improved performance among the assistants was maintained across a 17-month follow-up period. The supervisory training seemed to have multiple benefits in that the teachers' own teaching-related performances improved once teachers were trained to systematically observe and provide feedback to their assistants. The need for continued research is discussed to evaluate the benefits of supervisory training to improve and maintain other important areas of staff performance.

Adult↗