Effect of resident and direct-care staff training on responding during social interactions

Abstract

The effectiveness of a multifaceted training package was evaluated for inappropriate social behavior of five children with mild mental retardation and attention deficit hyperactivity disorder (ADHD), who resided in a facility. The procedure encompassed resident training with video feedback and self-management and direct-care staff training with video and graphic feedback. Resident training occurred on an individual basis; feedback to staff was presented during routine staff meetings. Results showed increases of appropriate staff responses to residents’ behavior. However, the effect of the package on residents’ inappropriate social responses proved to be ineffective. Differences with previous studies as well as the need for research into procedural variables that affect social behavior of children with ADHD and mild mental retardation are discussed.