Repp A C, Felce D, de Kock U
Department of Learning, Development and Special Education, Northern Illinois University, DeKalb 60115.
Res Dev Disabil. 1987;8(2):331-50. doi: 10.1016/0891-4222(87)90011-4.
Experimental or quasi-experimental studies of the behavior of staff working with retarded persons were reviewed and provided the following generalizations: (a) staff often have very low rates of interactions with clients, (b) a disproportionate number of interactions occur with a relatively small number of clients, (c) structured settings promote more interactions, (d) small teaching groups promote interactions, (e) staff involvement in relevant decisions promotes interactions, (f) larger, more global, and ecological assessments of both staff and clients provide important information on the effects of staff management and training, (g) lowering the reading difficulty of training materials increases staff comprehension, (h) lectures tend to improve academic skills while practicum training improves teaching skills, (i) some trained skills generalize while others do not, apparently unsystematically, (j) a system in which supervisors rather than researchers external to the facility do the training is feasible, (k) various low cost systems of public or private feedback can increase staff participation in their duties, (l) implementation of strict administrative policies can reduce tardiness and absenteeism, and (m) staff may be very reactive to announced observation by inspection agencies.
对与智障人士共事的工作人员行为的实验性或准实验性研究进行了综述，并得出以下一般性结论：(a)工作人员与客户互动的频率往往很低；(b)与相对少数客户的互动比例过高；(c)结构化环境促进更多互动；(d)小型教学小组促进互动；(e)工作人员参与相关决策促进互动；(f)对工作人员和客户进行更大规模、更全面和生态化的评估，可为工作人员管理和培训的效果提供重要信息；(g)降低培训材料的阅读难度可提高工作人员的理解能力；(h)讲座往往能提高学术技能，而实习培训能提高教学技能；(i)一些经过培训的技能会泛化，而另一些则不会，显然没有系统性；(j)由设施内部的主管而非外部研究人员进行培训的系统是可行的；(k)各种低成本的公共或私人反馈系统可提高工作人员履行职责的参与度；(l)实施严格的行政政策可减少迟到和旷工现象；(m)工作人员可能对检查机构宣布的观察非常敏感。
