TY - JOUR
T1 - Visual Performance Feedback
T2 - Effects on Targeted and Nontargeted Staff
AU - Burke, Raymond V.
AU - Howard, Monica R.
AU - Peterson, Jane L.
AU - Peterson, Roger W.
AU - Allen, Keith D.
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The project was supported in part by Project #8188 from the Maternal and Child Bureau (Title V, Social Security Act), Health Resources and Services Administration, Department of Health and Human Services and by grant 90DD0533 from the Administration on Developmental Disabilities (ADD), Administration for Children and Families, Department of Health and Human Services.
PY - 2012/9
Y1 - 2012/9
N2 - This study used a multiple baseline with reversal design to assess whether visual performance feedback (VPF) influenced targeted and nontargeted staffs' use of behavior-specific praise (BSP) in a day-treatment program. This study expands on the typical VPF audience and assesses whether VPF can be effective with noncertified staff in a day-treatment program for young children with behavior disorders, an environment in which it is difficult to maintain high rates of BSP. In previous school-based studies, VPF has been collected by researchers and provided to targeted teaching staff. In the current study, rather than relying on researchers, the authors used staff instructors to collect VPF and assessed how that experience influenced the instructors' use of BSP. Results suggest that VPF provided, on average, a doubling in rates of BSP use by directly targeted staff and more than a 50% increase in rates of BSP in nontargeted instructors who collected BSP data. Furthermore, three of the four participants had substantially higher praise-to-correction ratios during the VPF intervention when compared with baseline and reversal conditions. Implications for improving treatment fidelity and reducing supervision time are discussed.
AB - This study used a multiple baseline with reversal design to assess whether visual performance feedback (VPF) influenced targeted and nontargeted staffs' use of behavior-specific praise (BSP) in a day-treatment program. This study expands on the typical VPF audience and assesses whether VPF can be effective with noncertified staff in a day-treatment program for young children with behavior disorders, an environment in which it is difficult to maintain high rates of BSP. In previous school-based studies, VPF has been collected by researchers and provided to targeted teaching staff. In the current study, rather than relying on researchers, the authors used staff instructors to collect VPF and assessed how that experience influenced the instructors' use of BSP. Results suggest that VPF provided, on average, a doubling in rates of BSP use by directly targeted staff and more than a 50% increase in rates of BSP in nontargeted instructors who collected BSP data. Furthermore, three of the four participants had substantially higher praise-to-correction ratios during the VPF intervention when compared with baseline and reversal conditions. Implications for improving treatment fidelity and reducing supervision time are discussed.
KW - behavior-specific praise
KW - day-treatment program
KW - visual performance feedback
UR - http://www.scopus.com/inward/record.url?scp=84866390423&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84866390423&partnerID=8YFLogxK
U2 - 10.1177/0145445511436007
DO - 10.1177/0145445511436007
M3 - Article
C2 - 22457341
AN - SCOPUS:84866390423
SN - 0145-4455
VL - 36
SP - 687
EP - 704
JO - Behavior Modification
JF - Behavior Modification
IS - 5
ER -