{"id":27143,"date":"2024-05-31T03:37:22","date_gmt":"2024-05-31T03:37:22","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/the-use-of-task-clarification-and-public-posting-on-increasing-iep-compliance-within-a-residential-direct-care-facility\/"},"modified":"2024-05-31T03:37:22","modified_gmt":"2024-05-31T03:37:22","slug":"the-use-of-task-clarification-and-public-posting-on-increasing-iep-compliance-within-a-residential-direct-care-facility","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/the-use-of-task-clarification-and-public-posting-on-increasing-iep-compliance-within-a-residential-direct-care-facility\/","title":{"rendered":"The use of task clarification and public posting on increasing IEP compliance within a residential direct care facility"},"content":{"rendered":"

Research Question:<\/span><\/b> How can IEP task
\ncompletion in a residential setting be increased?<\/span><\/b><\/p>\n

Participants and Setting<\/span><\/b><\/p>\n

The participants were X (lodge has 3 supervisors; 11 ABAC) <\/span>direct care staff
\nconsisting of (# of men and women) within an off campus residential home for an
\norganization serving children and adults with intellectual and developmental
\ndisabilities. They were insert age range here<\/span>, had <\/span>insert
\nlevel of education here<\/span>,
\nand had been employed at this setting between <\/span>insert
\nemployment ranges here<\/span>. Direct care
\nstaff\u2019s <\/a><\/span><\/span>[CA1]<\/a> <\/span><\/span><\/span>responsibilities include implementing
\neducational services for 10 students (<\/span>insert age
\nrange of students here<\/span>) who
\nlived at the residential facility. Participants worked a minimum 40-hour work per<\/a><\/span>[CA2]<\/a> <\/span><\/span><\/span> week, with most working between 8\u201312 hours
\nfour days per week. <\/span>Some staff elected to pick up
\novertime the average overtime hours were X. <\/span>Instructional tasks for participants involved teaching students various
\nskills related to self-care, activities of daily living, communication, social
\ninteraction, and leisure. Additionally, participants implemented behavior
\nsupport guidelines and organized community activities. Participants
\nnon-instructional responsibilities involved meal preparation, household tasks
\nsuch as cleaning and laundry, and relevant to this study data collection
\nutilizing organization specific software<\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

Materials<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

Materials consisted of ten 8.5 x 11 inch visual task completion
\nchecklists. Task completion checklists were individualized for each student and
\nconsisted of 7 columns (one for each day of the week) that clarified which
\nstudent IEP tasks should be completed each hour. <\/span><\/p>\n

 <\/span><\/p>\n

Measurement<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

The study utilized <\/a>three
\ndependent variables. <\/span><\/a><\/span>[McG3]<\/a> <\/span><\/span><\/span><\/span>[CA4]<\/a> <\/span><\/span><\/span><\/span><\/p>\n

The first dependent measure<\/span> was the percent of IEP completion for the
\nresidential facility calculated by the number of programs completed divided by
\nthe total number of programs. Program completion was determined by generating a
\nweekly summation of the session tally for the total number of individualized
\neducational programs (IEP) completed compared to the session tally for the
\ntotal number of opportunities for IEP programs. <\/a>For example, if IEP Program A was completed 4 times in a week, but
\nscheduled to be completed 7 times, the percent completion for that program
\nwould be 57.1%.<\/span> <\/span><\/a><\/span>[McG5]<\/a> <\/span><\/span><\/span><\/span>[CA6]<\/a> <\/span><\/span><\/span><\/span><\/p>\n

 <\/span><\/p>\n

The second dependent measure<\/span> was the percent of IEP tasks completed (<\/span>signed off on)<\/span> on the
\nvisual schedule. This was calculated weekly by adding the total number of IEP
\ntasks completed divided by the total number of IEP opportunities on the visual
\nschedule. Task
\ncompletion on the visual schedule was determined by staff signing their
\ninitials next to the assigned task. <\/a><\/span>[McG7]<\/a> <\/span><\/span><\/span><\/span><\/p>\n

 <\/span><\/p>\n

<\/a>The third dependent measure <\/span><\/span><\/a>[McG8]<\/a> <\/span><\/span><\/span><\/span>[CA9]<\/a> <\/span><\/span><\/span>was the percent correspondence between the
\nnumber of tasks signed off on the visual schedule and the number of programs
\ncompleted indicated by the organizations data collection software. This was
\ncalculated weekly by adding the total number of IEP programs completed as
\nindicated by the visual schedule and dividing that by the total number of IEP
\nprograms completed as indicated by the organizations data collection software. <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

<\/a>Talk about the importance of IEP
\ncompliance. Talk about criteria for being measured v not (ie which programs
\nwere chosen and why? IEP chosen non IEP not).<\/span><\/span><\/a> <\/span><\/span><\/span>[McG10]<\/a> <\/span><\/span><\/span><\/span>[CA11]<\/a> <\/span><\/span><\/span><\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/p>\n

 <\/span><\/b><\/p>\n

Procedure and Experimental Design<\/span><\/b><\/p>\n

 <\/span><\/b><\/p>\n

The study was
\ndesigned as a performance improvement project and approved by administrators
\nand research review committee at the human services organization as well as the
\ninstitutional review board at Endicott College. <\/span><\/a>[McG12]<\/a> <\/span><\/span><\/span> <\/span>Procedures were evaluated in a ABAB design. <\/span><\/p>\n

 <\/span><\/p>\n

Pre- Baseline: <\/span><\/b>The
\nhuman services organization has a structured two week on boarding process for
\nnew hires in which basic job responsibilities such as data collection, and the
\nimportance of IEP programming are reviewed. After the two weeks on boarding
\nstaff at the human service organization receive on-site training including
\ndaily operations and student specific training utilizing BST. During staff
\ntraining supervisors utilized on-site training to direct staff to the basic
\nfunctions of the residence. These processes include utilizing behavioral skills
\ntraining (instruction, model, rehearsal, feedback). <\/span><\/p>\n

 <\/span><\/p>\n

The residential setting utilized two task clarification systems. The
\nfirst task clarification was referred to as the \u201cblock schedule\u201d which broke
\ndown the required tasks each student was to complete for each hour during a
\nresidential shift. The block schedule was located in the residential\u2019s daily
\nbinder and has been utilized for <\/a>X<\/span><\/a><\/span>[McG13]<\/a> <\/span><\/span><\/span><\/span>[CA14]<\/a> <\/span><\/span><\/span>.
\nLimitations of the block schedule included Staff not attending to it (<\/span>insert percent here<\/span>) as
\nwell as requiring supervisors to attend to the block schedule in order to
\nprovide antecedent and consequent feedback to staff as well adjustments to the
\nschedule. The variability in supervisory tasks, as well as the size and
\nlocation of the block schedule are all potential limitations as to why the
\ncurrent block schedule is ineffective. The second form of task clarification
\ninvolves \u201cfocus sheets\u201d. Focus sheets are placed in the front cover of
\nindividual student\u2019s binders and depict the weekly tasks students are to
\ncomplete. Staff are to initial the focus sheet after they complete a student\u2019s
\nprogram. Both task clarification tools seek the same result, however, the focus
\nsheets are incompatible with the block schedule. Focus sheets do not give a
\nvisual depiction of when specific tasks are to be completed, whereas the block
\nschedule does. The
\nsignificance of the block schedule is that it ensures that specific IEP programs
\nare run at socially significant times. <\/a><\/span>[CA15]<\/a> <\/span><\/span><\/span>For
\nexample, a student has \u201cmeal set up\u201d at the 6p hour because dinner is at 6pm.
\nIf a staff only attends to the focus sheet, they could run meal set up at any
\ntime. <\/span><\/p>\n

Verbal antecedent feedback is intermittently provided as reminders to
\nattend to student programming. Verbal consequent feedback is intermittently
\ndelivered contingent on staff completing \/ not completing student IEP tasks.
\nWritten feedback is intermittently implemented as positive and corrective
\nconsequence feedback. <\/span><\/p>\n

 <\/span><\/p>\n

Baseline: <\/span><\/b>During
\nthe baseline phase of the experiment, the researchers collected data on IEP
\ncompletion. The purpose of this phase was to establish the level of direct care
\nstaff\u2019s performance prior to the intervention. <\/span><\/p>\n

 <\/span><\/b><\/p>\n

Intervention: <\/span><\/b>The
\nindependent variable was a multicomponent treatment package consisting of a
\nposted task list (i.e. task clarification) and publicly posted graphic
\nfeedback. The task list was posted daily in between the kitchen and dining
\nroom. This location was chosen as it was a central location that was easily
\naccessible and visible from all common areas within the residence. Publicly
\nposted graphic feedback was posted weekly for two components. The first
\ncomponent depicted a bar graph for each student reflecting the <\/a>percent of IEP programs completed<\/span><\/a><\/span>[McG16]<\/a> <\/span><\/span><\/span><\/span>[CA17]<\/a> <\/span><\/span><\/span>.
\nThe second component depicted a line graph reflecting the residential
\nfacility\u2019s total IEP completion as described by the first dependent variable. <\/span><\/p>\n

 <\/span><\/p>\n

Return to Baseline: <\/span><\/b>The
\ntreatment package consisting of a posted task list and publicly posted graphic
\nfeedback were withdrawn. Data collection was the same as described above. <\/span><\/p>\n

 Please Note: Things to do.<\/span><\/p>\n


<\/span><\/p>\n

1.  
\n<\/span><\/span><\/span>Add two more slides to the attached PPT that discuss
\nthe future implications of this research and where it can be applied (i.e.,
\nacross settings, unified culture, etc.)<\/span><\/p>\n

2.  
\n<\/span><\/span><\/span>Discuss three limitations
\nof this research,<\/span><\/p>\n

<\/p>\n

<\/span><\/p>\n

3.  
\n<\/span><\/span><\/span>Create a poster for this
\nresearch.<\/span><\/p>\n

\n
\n
\n


<\/span><\/p>\n


<\/span><\/p>\n


<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Research Question: How can IEP task completion in a residential setting be increased? Participants and Setting The participants were X (lodge has 3 supervisors; 11 ABAC) direct care staff consisting of (# of men and women) within an off campus residential home for an organization serving children and adults with intellectual and developmental disabilities. They […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[58],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/27143"}],"collection":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/comments?post=27143"}],"version-history":[{"count":0,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/27143\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/media?parent=27143"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/disciplines?post=27143"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/paper_types?post=27143"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/tagged?post=27143"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}