Programming Effective Human Services

The Right to Effective Human Service Programming.- 1. The Handicapped Are Citizens, Also.- 2. What Process Is Due?.- 3. The Liberty Interest.- 4. Legal Interventions.- 5. Segregated Self-Generating Programs.- 6. In What Environment Can Programs Be Effective?.- 7. Do Not Forget the Original Goal.- 8. The Right against Ineffective Programming.- I Programming Institutional Change.- 1 Promoting Change in Mental Retardation Facilities: Getting Services from the Paper to the People.- 1. Target Areas for Institutional Change.- 1.1. A Statement of Philosophy: The Client Is the Prime Center of Focus; All Decisions Must Be Based on the Welfare of Each.- 1.2. Prioritization of Goals.- 1.3. A Single Line of Supervision and Accountability.- 1.4. Reorienting Delivery of Services.- 1.5. Redefining the Role of Professionals.- 1.6. Staff Training.- 1.7. Staff Management.- 1.8. Quality Control.- 2. Summary.- 3. References.- 2 Behavioral Supervision: Methods of Improving Institutional Staff Performance.- 1. Development of the Behavioral Supervision Model.- 2. Basic Steps of the Behavioral Supervision Model.- 3. Evaluation of the Component Procedures of the Behavioral Supervision Model.- 3.1. Evaluation of Step 1: Behaviorally Defining Performance Areas.- 3.2. Evaluation of Step 2: Monitoring Performance.- 3.3. Evaluation of Step 3: Instructing.- 3.4. Evaluation of Step 4: Providing Consequences.- 3.5. Evaluation of Step 5: Evaluating.- 4. Research on Applications of the Behavioral Supervision Model.- 5. Problematic Concerns with the Behavioral Supervision Model.- 6. Summary.- 7. References.- 3 Implementing the Community-Based Teaching-Family Model at Boys Town.- 1. The Teaching-Family Model.- 1.1. Treatment Techniques.- 1.2. Based on Research.- 2. Boys Town: An Overview of the Organization in 1975.- 2.1. Social Change and the 1970s.- 2.2. The Team Approach.- 2.3. Institutional Living.- 2.4. New Directions.- 3. From Community to Institution.- 3.1. Resource Availability.- 3.2. Change Agents.- 3.3. Resistances to Change.- 3.4. Planning and Managing Change.- 3.5. Maintaining a Change Orientation.- 3.6. Results of Change.- 4. Evaluating the Change.- 5. After the Change.- 6. References.- 4 The Effects of Institutional Change: A Case Study.- 1. Programming Institutional Change.- 1.1. Program Status Prior to Institutional Change.- 1.2. Methodology of Institutional Change.- 2. The Effects of Institutional Change.- 2.1. Funding.- 2.2. Staffing.- 2.3. Service Delivery.- 2.4. Legal Safety.- 2.5. Public Relations.- 3. Summary and Discussion.- 4. References.- II Facilitating Client Transition to the Community.- 5 The Community-Based Service Continuum.- 1. The Continuum of Care.- 2. Historical Review of Continua Changes.- 2.1. Mentally Ill.- 2.2. Mentally Retarded.- 2.3. Juvenile Offenders.- 3. Key Issues in the 1980s.- 3.1. Policymaking and System Planning.- 3.2. Funding.- 3.3. Effectiveness.- 4. Summary.- 5. References.- 6 Assessing the Client’s Readiness for Transition to the Community.- 1. Development of the Assessment Instrument.- 2. Implementation.- 3. Results and Discussion.- 4. Implications for Human Service Programming.- 5. Summary.- 6. References.- 7 Preparing the Client for Transition to the Community.- 1. Clients in Need of Residential Treatment.- 2. Systems for Advocacy.- 2.1. Family Advocate.- 2.2. Social Services or Legal Advocate.- 2.3. Agency Advocate.- 3. Essential Skills for Community Transition.- 3.1. Where to Find Essential Community Skills.- 3.2. Conflicting Priorities.- 3.3. Confirming and Disseminating the Priorities.- 4. Systematic Changes in Behavior.- 4.1. Determining Change Strategies and Therapist Notification.- 5. Arranging the Training Environment.- 5.1. Programming Common Stimuli.- 5.2. Training with Sufficient Examples.- 5.3. Training Loosely.- 5.4. Making the Contingencies Indiscriminable.- 5.5. Introducing Naturally Maintaining Contingencies.- 6. Preparing the Future Environment.- 7. Summary.- 8. References.- 8 Preparing the Family for Client Transition: Outreach Parent Training.- 1. Issues and Strategies in Outreach Parent Training.- 1.1. Rationale.- 1.2. Methodology.- 2. A Case Study in Outreach Parent Training.- 2.1. Setting.- 2.2. Participants.- 2.3. Objectives.- 2.4. Procedures.- 2.5. Outcome Measures.- 2.6. Results.- 2.7. Discussion.- 3. Summary and Discussion.- 4. References.- 9 Preparing Public School Teachers for Client Transition.- 1. Professional Involvement in Client Transition and Teacher Training.- 1.1. Training Procedures.- 1.2. Group Instructional Procedures.- 1.3. Integration into Normal Classrooms.- 1.4. Teacher Motivation and Attitudes.- 2. Special Learning Characteristics.- 2.1. Physically Disruptive Behavior.- 2.2. Self-Stimulatory Behavior.- 2.3. Stimulus Overselectivity.- 2.4. Lack of Motivation.- 3. Curriculum Development.- 3.1. Assessment.- 3.2. Curriculum Development.- 4. Generalization of Treatment Gains.- 4.1. Stimulus Generalization.- 4.2. Response Generalization.- 4.3. Generalization over Time.- 5. Methods of Facilitating Generalization.- 5.1. A Natural Language Paradigm of Treatment Delivery.- 5.2. Delay of Consequences.- 6. Conclusion.- 7. References.- 10 Transitioning Severely Handicapped Children Back to Public Schools.- 1. The Concept of the Least-Restrictive Environment.- 1.1. Legal Requirements Regarding Educational Placements.- 1.2. The Legal Requirements and Deinstitutionalization.- 2. Transitioning Begins at Initial Referral.- 2.1. Prevention of Inappropriate Admissions.- 2.2. Formalizing Transition Plans.- 3. Assessment of the Receiving Class.- 3.1. Crucial Skill Domains.- 4. Preparing the Child.- 4.1. Redesigning the Curriculum.- 4.2. Preparing the Child for Group Instruction.- 5. Preparing the Receiving Class.- 5.1. Peers as Models.- 5.2. Peers as Tutors.- 5.3. Peers as Behavior-Change Agents.- 6. Conclusion.- 7. References.- 11 Treatment Strategies That Promote Deinstitutionalization of Chronic Mental Patients.- 1. Factors Associated with Successful Deinstitutionalization.- 2. Model Programs for Deinstitutionalization.- 2.1. Institutional Psychosocial Treatment.- 2.2. Day Treatment Services.- 2.3. Family-Management Training to Prevent Relapse.- 3. Summary.- 4. References.- 12 State-Level Coordination of the Transition from Institution-Based to Community-Based Services.- 1. Factors Impeding the Transition.- 1.1. State Government Factors.- 1.2. Personnel Factors.- 1.3. Fiscal Factors.- 1.4. Regulatory Factors.- 2. Factors Affecting Coordination of the Transition.- 2.1. Prerequisites.- 2.2. State and Community Planning.- 2.3. Program Development.- 3. The Future Role of Institution-Based Services.- 4. The State’s Role in the Transition.- 5. Conclusion.- 6. References.- III Promoting Maintenance of Client Transition.- 13 Training Parents as Therapists for Autistic Children: Rationale, Techniques, and Results.- 1. Autism.- 2. Parent Training.- 3. The Claremont McKenna College/University of California at Santa Barbara Parent-Training Program.- 3.1. Measures.- 3.2. Training Procedures and Target Behaviors.- 3.3. Consequences.- 3.4. Results and Discussion.- 4. References.- 14 The Independent Living Movement: A Model for Community Integration of Persons with Disabilities.- 1. The Independent Living Movement.- 2. Independent Living Centers and Services.- 3. Cooperative Strategies for Promoting Community Change.- 3.1. Identifying Community Concerns.- 3.2. Identifying Resources for Community Change.- 3.3. Organizing Resources for Change: Building Coalitions.- 3.4. Mobilizing Resources for Community Change.- 4. Summary and Discussion.- 4.1. A Reasonable History?.- 5. References.- 15 Day Treatment Services for Children with Severe Behavior Disorders.- 1. A Model Day Treatment Program.- 2. Developing a Model Program.- 2.1. Rationale.- 2.2. System Management.- 2.3. System Activities.- 3. Service Programming.- 3.1. Therapeutic Services.- 3.2. Educational Services.- 3.3. Recreational Services.- 3.4. Family Education and Support Services.- 3.5. Early Intervention.- 4. Evaluation.- 4.1. Product Evaluation.- 4.2. Process Evaluation.- 5. The Importance of Public Support.- 5.1. The Family.- 5.2. The Community.- 5.3. Professional Involvement.- 5.4. Referring Agencies.- 6. Summary.- 7. References.- 16 Careprovider and Respite Care Services.- 1. Training Services for Careproviders.- 2. Careprovider Training Program.- 3. Careproviders.- 3.1. Meeting the Needs of Trainees: Three Levels of Service Delivery.- 4. Training Curriculum.- 4.1. Initial Training.- 4.2. In-Home Training.- 4.3. Ongoing Training.- 5. Modifications for Moderate and Specialized Careproviders.- 5.1. Modified Curriculum.- 5.2. Additional Training for Respite Care Workers and Ancillary Therapists.- 6. Implementing a Respite Care Program.- 7. Proposal for Incorporating Respite Care Services into the Transitional Teaching Homes Model.- 7.1. Out-of-Home Respite Care.- 8. Outcome.- 9. Discussion.- 10. Recommendations.- 10.1. A Proposal for a Treatment Accountability System.- 11. References.- 17 Teaching-Family Model for Autistic Children.- 1. Teaching-Family Model for Autistic Children.- 1.1. Program Parameters.- 1.2. The Children.- 1.3. Workshop Training for Teaching Parents.- 1.4. Consultation.- 1.5. Evaluation.- 2. Discussion and Summary.- 3. References.- 18 Transitional Teaching Homes for Developmentally Disabled Clients.- 1. Rationale for Transitional Teaching Homes Concept.- 2. History of the Transitional Teaching Homes Concept.- 2.1. The Teaching-Family Model: “Achievement Place”.- 2.2. Transitional Teaching Home Model.- 2.3. Camarillo Teaching Homes Project.- 2.4. Green Line Teaching Homes, Inc..- 3. Components of Transitional Teaching Homes.- 3.1. Physical Plant Considerations.- 3.2. Board of Directors.- 3.3. Staff Composition.- 4. Staff Training.- 4.1. Training Consultants.- 4.2. Teaching Parents.- 5. Staff Incentives.- 5.1. Competency-Based Promotional System.- 5.2. Longevity Bonuses for Weekday Teaching Parents.- 5.3. Staff Exchange Program.- 6. Clients.- 6.1. Individual Treatment Program.- 7. Program Evaluation and Conclusions.- 7.1. Camarillo Teaching Homes Project.- 7.2. Green Line Teaching Homes, Inc..- 7.3. Cost-Effectiveness.- 8. Summary.- 9. References.- 19 Short-Term Intensive Services: A Deficit-Oriented, Focused Model.- 1. Philosophy of Instruction.- 1.1. Background.- 1.2. Curriculum Content.- 1.3. Prioritized Goals.- 1.4. Sequential versus Simultaneous Intervention.- 1.5. Parallel Programming.- 1.6. Intensive Service Delivery.- 1.7. Time Limited.- 2. Organizational Structure.- 2.1. Rationale.- 2.2. Curriculum and Program Development.- 2.3. Individualized Goal Plan (IGP).- 2.4. Child Groupings.- 2.5. Staff Organization.- 3. Utilization of Advanced Technology.- 3.1. On-line System.- 3.2. Child Evaluation.- 3.3. Child Progress Analysis.- 3.4. Data Collection, Analysis, and Miscellaneous Functions.- 3.5. Direct Instruction.- 4. Conclusion.- 5. References.- 20 Community-Based Residential Treatment for Autistic, Developmentally Disabled, and Predelinquent Children: The CIRT Model.- 1. Background.- 2. CIRT Parameters.- 2.1. Admission Criteria and Client Population.- 2.2. Lengthening the Treatment Schedule.- 2.3. Client Characteristics.- 2.4. SOAPOing as a Tool of Staff Training, Management, and Accountability.- 2.5. Increasing the Amount of Structured Treatment.- 2.6. Types of Treatment Programs.- 2.7. Staff Organization.- 2.8. Program Monitoring.- 3. Outcome Data.- 3.1. Number of Clients Treated and Length of Stay.- 3.2. Behavioral Improvement.- 3.3. Acquisition of Skills by the Autistic/DD Group.- 3.4. Academic Progress of the EH Group.- 3.5. Parent Training.- 3.6. Staff Turnover Rate and Length of Stay.- 4. Cost Analysis.- 5. Follow-up.- 5.1. Placement.- 5.2. Learning Progress.- 5.3. Behavioral Problems.- 5.4. Program Adoption by Families and Schools.- 6. Training and Dissemination.- 7. General Discussion.- 8. References.- Author Index.