Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-19T10:24:46.584Z Has data issue: false hasContentIssue false
  • English
  • Français

Evaluating the Effectiveness of Teaching Behavioural Methods to Staff Training in Mental Handicap

Published online by Cambridge University Press:  16 June 2009

J. Sebba
J. Sebba
Affiliation:
Manchester University
Get access Rights & Permissions [Opens in a new window]

Extract

Staff training placements for psychologists and social workers at the Anson House Preschool Project, a service-research facility at the Hester Adrian Research Centre are described. The placements involved working in an interdisciplinary team with an integrated group of handicapped and non-handicapped children. Part of the training included the acquisition of behavioural skills which were taught through a microteaching model with the emphasis on the enactive mode of learning. The effectiveness of this training was evaluated through written and practical procedures. Significant improvements were found on all evaluation procedures from pre-test to post-test. However, trainees who scored highly on one procedure did not necessarily show high scores on the other procedures relative to the other trainees, except on post-test scores. A ceiling effect was noted on the practical procedures, the better the trainees scored initially the smaller the percentage gain made from pre-test to post-test. No significant differences emerged between social workers and psychologists.

Type
Research Article
Information
Behavioural and Cognitive Psychotherapy , Volume 13 , Issue 2 , April 1985 , pp. 101 - 109
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 1985

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Beveridge, S., Flanagan, R., McConachie, H. and Sebba, J. (1982). Parental involvement in the Anson House preschool project Anson House project Paper 3. Barkingside, Barnado's.Google Scholar
Bruner, J. (1966). Toward a theory of instruction. New York: Norton.Google Scholar
Cunningham, C. C. and Jeffree, D. J. (1975). The organisation and structure of workshops for parents of mentally handicapped children. Bulletin of the British Psychological Society 28, 405–411.Google Scholar
Heifetz, L. J. (1977). Professional preciousness and the evolution of parent training strategies. In Research to Practice in Mental Retardation, Vol. 1, Mittler, P. (Ed.) Baltimore: University Park Press.Google Scholar
Hogg, J., Foxen, T. and McBrien, J. (1981). Issues in the training and evaluation of behavoiur modification skills for staff working with profoundly retarded multiply handicapped children. Behavioural Psychotherapy 9, 345–357.CrossRefGoogle Scholar
sebba, J. (1981). Intervention for profoundly retarded multiply handicapped children through parent training in a preschool setting and at home. In Frontiers of Knowledge in Mental Retardation, Vol. 1, Mittler, P. (Ed.) Baltimore: University Park Press.Google Scholar
Yule, W. (1975). Teaching psychological principles to non-psychologists. Journal of Association Educational Psychology 10, 1–12.Google Scholar
Ziarnik, J. P. and Bernstein, G. S. (1982). A critical examination of the effect of inservice training on staff performance. Mental Retardation 20, 109–114.Google ScholarPubMed
Submit a response

Comments

No Comments have been published for this article.