交互式培训文献翻译.docx
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交互式培训文献翻译.docx
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交互式培训文献翻译
外文翻译
外文题目Interactivetraining
外文出处JournalofIntellectual&DevelopmentalDisability
外文作者SandyToogood
原文:
Interactivetraining
SandyToogood
Activesupport(AS)isafamilyofapproachesdesignedtohelpstafforganiseanddeliverpracticalsupportformeaningfulclientparticipationinevery-dayactivities.FollowingtraininginAS,staffteamshavebeenfoundtoprovidemoreassistanceforclientparticipation(e.g.,Bradshawetal.,2004;Jones,Felce,etal.,2001;Jones,Perry,etal.,1999;Mansell,Elliott,Beadle-Brown,Ashman,&Macdonald,2002;Stancliffe,Harman,Toogood,&McVilly,2007),andsupportthatismoreeffective,deliveredinbetterratiotoneedandpositivelycorrelatedwithimprovementsinclientengagement(Felceetal.,2000;Smith,Felce,Jones,&Lowe2002).
TraininginAStypicallycomprisesa1-or2-dayteam-basedworkshop,followedsoonafterwardsbyaseriesofindividuallytailoredcoachingsessions(interactivetraining)deliveredonsite.Forexample,inastudybyJones,Perry,etal.(1999),stafffirstattendedabriefworkshopwheretheylearntabouttheprinciplesofASandhowtodevelopActivitySupportPlansandOpportunityPlans(Jones,Perry,etal.,1997).StaffalsoreceivedwrittenmaterialsexplainingthefunctionofAScomponents(Jones,Perryetal.,1996,Booklets1–6).Trainersthenworkedonsiteindividuallywitheachmemberofstaffinaseriesofsessionsdesignedtoimprovethequalityofstaffsupportforclientengagementineverydayactivitieswithinthehome(e.g.,Toogood,2004).Stancliffeetal.(2007)adoptedasimilarapproachtoonsitetraining,butextendedthemodeltoincludeopportunitiesforstaffto:
(a)practiseusingtheActivitySupportPlansandOpportunityPlanstheyhadpreparedduringworkshoptraining;(b)workwithclientsinratiosotherthan1:
1;and(c)includecommunitylocationswithinthedefinitionof‘‘on-site’’(meaningthattheycouldtraininsettingsotherthantheclient’sgrouphome).Mansell,Beadle-Brown,Ashman,andOckenden(2005)extendedonsitetraininginadifferentway:
theydevelopedaflexiblepackageofAStrainingmaterialsthatcanbestudiedindividuallyoringroups,andincludedanonsiteorhands-ontrainingcomponentwithoptionsforself-evaluation,peerevaluationandtrainingwithexternaltrainers.
VariousASworkshoptrainingmaterialshavebeenpublishedandarewidelyavailable(e.g.,Brown,Toogood,&Brown,1987;Jones,Perryetal.,1997;Manselletal.,2005).HoweverthereisnoequivalentaccountofASonsitetrainingprocedures,norhavethesebeenevaluatedindependentlyofASworkshops.DocumentingASonsitetrainingprocedureswouldhelptodistinguishthemfromothertrainingproceduresreportedintheliterature;evaluatingthemindependentlyoftheworkshopswouldaidininterpretingtheoutcomesreportedinpublishedASstudies,andthelikelycontributionofonsitetrainingtothoseoutcomes.Forexample,inastudyinvolving38communityhomes,Jones,Felce,etal.(2001),describedhowstaffreceivedAStraininginoneofthreeways:
(a)inthe‘‘apprenticeship’’group,researchersledtheAStrainingassistedbyservicemanagers;(b)inthe‘‘supervision’’group,researcherssupportedtheservicemanagersastheyledtraining;and(c)inthe‘‘independent’’group,servicemanagersdeliveredAStrainingwithoutresearchersupport.Followingtraining,clientengagementincreasedsignificantlyinthefirstandsecondgroups,butnotinthethird,whichwastheonlygroupnottoincludeonsitetraining.TheseresultssuggestthatonsitetrainingmaybeanessentialcomponentofAStraining,althoughvariabilityinoutcomeshasalsobeenreportedelsewherebetweenindividualclients(e.g.,Bradshawetal.,2004)andacrossservicesettings(e.g.Stancliffeetal.,2007)whenworkshoptrainingwascombinedwithonsitetraining.Anadditionalbenefitofevaluatingonsitetrainingproceduresindependentlyofworkshopsisthatitbeginstheprocessofcomponentanalysis(seee.g.,Anderson,1987).
Onsiteinteractivetraining(IT)aimstoincreaseclientengagementbyinfluencingtheamount,qualityandmomentaryeffectivenessofstaff-clientinteractionsthatrelatetoclientengagement.Thetrainingmodelrequiresactiveparticipationbytheclient,memberofstaff,andtrainers,andprovidesmultipleopportunitiesforexperientiallearning(Kolb,1984).ITprocedurescombinedirectobservationwithrepeatedopportunitiesforsupervisedpracticeandfeedback..Thiscombinationoftrainingproceduresisnotnewinhumanserviceenvironments,ofcourse.Threedecadesago,Koegel,Russo,andRincover(1977)successfullytrained11teacherstoimplementbehaviourmodificationprogramsusingdirectobservation,modellingandfeedback.Morerecently,SarokoffandSturmey(2004)usedinstruction,feedback,rehearsalandmodellingtoimproveteacherperformanceondiscrete-trialsteaching.Schepis,Reid,Ownbey,andParsons(2001)usedonsitetrainingprocedurestoincreaseengagementandlearningopportunitiesamongpreschoolchildrenwithdisabilities.Bycombiningclass-basedlearning,role-playandfeedbackwithbriefon-the-jobtrainingandfeedback,theysuccessfullytrainedstafftoembedinstructioninthechildren’severydayroutines.Anotheronsitetrainingprocedurethatcombinesobservation,rehearsalandfeedbackiscompetency-basedtraining.Ricciardi(2005)definedcompetenciesas‘‘...setsofbehaviors[thatare]appliedtoreliablycompleteataskdirectlylinkedtoacriticaloutcome’’(p.488).Suchcompetenciesareidentifiedandselectedfortrainingthrough:
(a)systematicobservation,(b)consensualvalidation,(c)standardsofpractice,(d)policyandprocedure,or(e)anycombinationoftheabove.Onceidentified,eachcompetencyisoperationallydefinedandarrangedinachecklist.Trainingcommencesusingtaskclarification,followedbyperformancefeedbackandpraise,andcontinuesuntilacriterionlevelofperformanceisreached.Stepsinatrainingprotocolmayberepeatedsequentiallyinaseriesofsessionsacrossweeks.Competency-basedtraininghasbeenusednotonlytotrainstaffdirectly,butalsototrainsupervisorsintheuseofcompetency-basedprocedures(Reid,Parsons,Lattimore,Towery,&Reade,2005).Howeverdespitethepowerofobservation,modellingandfeedback,thesetechniquesdonotinthemselvesguaranteetheadoption,maintenanceorgeneralisationofnewbehavioursbystaff.Forexample,Smith,Parker,Taubman,&Lovaas(1992)intensivelytrained31staffinbehaviourtheoryandtreatmenttechniques.For1week,staffparticipatedinlecturepresentationsandroleplay.Inaddition,theyanalysedvideotapedscenarios,observedlivedemonstrations,practisedskillsteachingwithclients,andreceivedperformancefeedback.Participantswereassessedbeforeandaftertrainingviadirectobservation,role-playandatestoftheoreticalknowledge.Nodifferencesintheoreticalknowledgewerefoundbetweenthetrainedgroupandacontrolgroupthathadreceivednotraining.Thetrainedgroupdemonstratedimprovedskillsinrole-play,buttherewasnoevidencetosuggestthatstaffhadgeneralisedtheseskillstothegrouphomesinwhichtheyworked.Theauthorsconcludedthatfuturetrainingwouldbemoresuccessfulifitoccurredinsitu(i.e.,inthegrouphome),involvedclientslivinginthehome,andenlistedhelpfrommanagementsupervisors.Suchfindingsunderlinetheimportanceofevaluatingtrainingoutcomessystematically.Inthisregard,Parsons,Reid,andGreen(1996)haverecommendedthatalltraininginterventionsbeevaluatedintermsoftheireffectiveness,efficiencyandacceptabilitytostaff,whileJahr(1998)suggeststhattrainingeffectivenessisbestassessedwithregardtoobservablechangesinstaffbehaviour,measurablechangeinclientoutcomes,andtheextenttowhichthesechangesextendbeyondtheimmediatetrainingsituation.Factorslikelytoinfluenceuptakeandgeneralisationofbehaviourchangeinclude:
theproportionofstaffwhoreceivetraining(density)andthetemporalmassingofthetrainingprovided(Landesman-Dwyer&Knowles,1987).
Usingthesecriteria,then,theaimofthepresentstudywastoconductapreliminaryinvestigationandevaluationofinteractivetrainingwhenimplementedindependentlyofASworkshoptraining.Thetrainingproceduresdescribedinthisstudyarelimitedtointeractivetrainingasitwasoriginallyconceived,developedandapplied(seeToogood,1991,2004).
Method
Design
ThestudywasanuncontrolledA-Bdesigncarriedoutinaclinicalcontext.
Participants
Fivestaffparticipatedinthetraining.Allwereemployedbyalocalauthoritytoprovidecontinuous24-hoursupporttothreeresidentsofasmallcommunityhomeatanaverageratioof2:
3duringthedaytime,withonepersonsleepinginatnight.Anoff-sitesupervisormanagedthestaffteamaswellasstaffattwoothercommunityhomes.Noneoftheparticipantswasformallyqualifiedandnonehadparticipatedinthistypeoftrainingbefore.Twolientsalsotookpartinthestudy.Bill(pseudonym)was25yearsold,hadbeendiagnosedwithasevereintellectualdisabilityandautism,andengagedinminorinappropriatevocalisation.Frank(alsoapseudonym)was25yearsold,hadbeendiagnosedwithasevereintellectualdisability,andwasblind.Frankengagedinarangeofstereotypedbodymovementsandwasoccasionallyaggressiveanddisruptive.BillandFranksharedtheirgrouphomewithTony.Tonydidnotparticipateinthestudybecausehewasbehaviourallyveryableanddidnotrelyonstaffsupporttoengageinactivity.
Settingandmaterials
Interactivetrainingwasconductedintheclients’grouphome,whichwasalsothestaffmembers’principalplaceofwork.Thehousecomprisedalivingroom,diningarea,ki
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