Teaching social-learning procedures to paraprofessionals working with individuals with severe mental illness in a maximum-security forensic hospital

This study describes an integrated technical method for teaching learning-b ased interventions to paraprofessionals working in a maximum-security psych iatric facility as a social-learning program was implemented. This training approach combines brief didactic instruction with live demonstration and g uided practice in specific procedures. Comparisons between baseline and pos t-training functioning of staff were made using ongoing direct observationa l assessment data. Results revealed that following training and program imp lementation staff were much more active overall, interacted with clients fa r more often, and engaged in much lower rates of job-irrelevant activity. M oreover, following training direct observational data of the patterns of st aff-client interactions showed that staff were much more likely to demonstr ate interactions reflective of learning-based interventions than at baselin e. These results have important implications for clinicians and administrat ors attempting to implement behavioral rehabilitation programs. Copyright ( C) 2001 John Wiley & Sons, Ltd.