THE EFFECTS OF PUBLIC POSTING, GOAL SETTING, AND POSTING PLACEMENT ON THE PERFORMANCE OF DIRECT SERVICE PROFESSIONALS’ COMPLETION OF REQUIRED DOCUMENTATION

Abstract

Staff members supporting individuals with intellectual and developmental disabilities often provide the primary supervision and direct instruction to those served. These services are often provided in locations with limited resources and funding, especially within adult services. Supervisors in these settings must ensure necessary documentation and job responsibilities are completed in order to meet regulatory requirements and ensure appropriate care and treatment for individuals’ served. By providing simple and cost effective feedback, supervisors can ensure the staff members are meeting job expectations while ensuring the individuals’ served are having their needs met. This study implemented a reversal design in two separate program rooms within an adult day program to examine the effects of posted group feedback, posted group feedback paired with goal setting, as well as the effect of the placement of the postings in a conspicuous versus non conspicuous location with staff completion of required daily documentation. Results in both rooms indicated that posting group feedback alone did not have as much effect on staff performance unless paired with goal setting. The posting locations in each room also did not seem to have an effect on staff performance.