Attitudes of direct-care workers at a residential facility
- 33 Downloads
A self-administered questionnaire was developed to examine two dimensions of staff attitudes: (a) the perceived importance of skills that direct-care workers who are asked to teach their clients, and (b) staff expectations that clients will show improvement in these areas. The relationship between importance/ expectancy ratings and self-reported teaching activity was studied in a sample of 32 direct-care workers at a residential facility for adults with developmental disabilities. In general, direct-care workers reported that they were most frequently engaged in escorting clients, watching and teaching clients during recreational activities, and dealing with client's emotional/behavioral outbursts. Improtance/expectancy ratings were correlated significantly with the education level of respondents, but not with self-reported teaching activity.
Key Wordsstaff attitudes direct care workers attitude questionnaire job expectancy
Unable to display preview. Download preview PDF.
- Bandura, A. (1986).Social Foundations of Thought and Action: A Social-Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
- Cleland, C. C., and Peck, R. F. (1967). Intra-institutional administrative problems: A paradigm for employee stimulation.Mental Retardation 5, 2–8.Google Scholar
- Cohen, J. (1988).Statistical power analysis for the behavioral sciences (second edition), Hillsdale, NJ: Erlbaum.Google Scholar
- Gibson, S., and Dembo, M. H. (1984).Teacher efficacy: A construct validation.Journal of Educational Psychology, 76, 569–582.Google Scholar
- Kauffman, J. M., Lloyd, J. W., and McGee, K. A. (1989). Adaptive and maladaptive behavior: Teachers' attitudes and their technical assistance needs.The Journal of Special Education, 23, 185–200.Google Scholar
- Reid, D. H., and Whitman, T. L. (1983). Behavioral staff management in institutions: A critical review of effectiveness and acceptability.Analysis and Intervention in Developmental Disabilities, 3, 131–149.Google Scholar
- Safran, S. P., Safran, J. S., and Barcikowski, R. S. (1988). Assessing teacher manageability: A factor analytic approach.Behavioral Disorders, 13, 245–252.Google Scholar
- Scheerenberger, R. C. (1970). Generic services for the mentally retarded and their families.Mental Retardation, 8, 10–16.Google Scholar
- Thaw, J. and Wolfe, S. F. (1986). The direct-care workers: A socio-cultural analysis. In J. Thaw and A. Cuvo (Eds.),Developing Responsive Human Services: New Perspectives About Residential Treatment Organizations (pp. 83–147). Hillsdale, NJ: Erlbaum.Google Scholar
- Walker, H. M. (1985).Teacher Social Behavior Standards and Expectations as Determinants of Classroom Ecology, Teacher Behavior and Child Outcomes. Unpublished manuscript, University of Oregon, Division of Special Education and Rehabilitation, Eugene.Google Scholar
- Zlomke, L. C., and Benjamin, V. A. Jr. (1983). Staff inservice: Measuring effectiveness through client behavior change.Education and Training of the Mentally Retarded, 18, 125–130.Google Scholar