Assessment of Data Recording Practices Among Direct Service Providers of Persons with Intellectual and Developmental Disabilities: Implications for Training and Supervision

IF 1.3 Q3 EDUCATION, SPECIAL

Advances in Neurodevelopmental Disorders Pub Date : 2023-09-20 DOI:10.1007/s41252-023-00359-w

Garrett Ellwood, Amy Voltz, Stephanie Howell, Lindsay Bly, Heather Hirst, James K. Luiselli

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Abstract

Objectives

The study objective was to assess the attitudes and opinions of direct service providers (DSPs) about their data recording responsibilities, training, and supervision at a human services organization for children and adults with intellectual and developmental disabilities.

Methods

The DSPs (n = 42) completed a 10-item questionnaire with Likert-scale ratings and open-ended comments during in-person group meetings at program settings.

Results

Quantified ratings revealed that the DSPs generally understood and approved most facets of data recording but were more equivocal concerning the clarity of behavior definitions, process of data evaluation by clinicians, consistency among co-workers, and impact of competing activities. Some differences in average ratings were apparent between DSPs from child and adult programs.

Conclusions

Findings from the study suggested several strategies human services organizations can implement to train and supervise DSPs in data recording and the benefits of social validity assessment for addressing performance improvement among practitioners.

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智力和发育障碍人士直接服务提供者的数据记录实践评估：对培训和监督的影响

研究目的评估直接服务提供者（DSPs）对其在智力和发育障碍儿童和成人人类服务机构中的数据记录责任、培训和监督的态度和意见。方法 DSPs（n = 42）在项目机构的面对面小组会议上填写了一份 10 个项目的问卷，并进行了李克特量表评分和开放式评论。结果量化评分显示，DSPs 普遍理解并认可数据记录的大多数方面，但在行为定义的清晰度、临床医生的数据评估过程、同事间的一致性以及竞争活动的影响等方面则较为模糊。来自儿童项目和成人项目的 DSP 在平均评分方面存在一些明显的差异。结论这项研究的结果表明，人类服务机构可以实施一些策略来培训和监督 DSP 的数据记录工作，同时也说明了社会效度评估对提高从业人员绩效的益处。

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来源期刊

Advances in Neurodevelopmental Disorders Social Sciences-Social Sciences (miscellaneous)

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.