Literaturnachweis - Detailanzeige
| Autor/inn/en | Hursh, Daniel E.; und weitere |
|---|---|
| Titel | Institutional Cottage Workers Become Teaching Parents. |
| Quelle | (1974), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Handicapped Children; Mental Retardation; Program Improvement; Rehabilitation Programs; Research Projects; Residential Care; Skill Development; Teaching Skills; Training Methods; Workshops; Youth |
| Abstract | Preservice training workshops involving instructions, role-playing, and feedback have been effectively utilized to train Teaching Parents for community-based homes for the treatment of youth in trouble. The present study extended this workshop model to the inservice training and followup of institutional cottage workers as they served retarded youths. Before- and after-training as well as post-check observations were made of two groups of cottage workers as they worked with retarded youths on a social (fine-taking) and maintenance (sink-cleaning) task. The results of the multiple baseline design used indicated that the training effectively increased the groups' use of "teaching interaction" skills. However, the increases observed for the groups were not representative of the majority of the data for individual trainees and specific teaching skills. In addition, long term post-checks indicated a slight decline in the groups' data. An on-the-job retraining, monitoring, and feedback system is suggested (and is currently being experimentally investigated) as a means to remediate the deficits not handled by the initial training. (Author) |
| Anmerkungen | Daniel E. Hursh, Department of Psychology, Western Michigan University, Kalamazoo, Michigan 49001 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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