Effects of Theory Training, Hands-on Supervision and a Self-instructional Treatment Manual on Staff Competency

Linda Teikari HATLENES , Svein EIKESETH


Employing a randomized control group design, this study compared the efficacy of staff training using theory training, hands-on supervision and a self-instructional teaching manual. Participants were 12 undergraduate, health or social-work students. Initially, participants were given a three-hour lecture, and as a result, staff-participants increased their use of correct teaching procedures, but not to mastery. Participants in both groups continued to increase their teaching skills after intervention with either hands-on training or the self-instructional manual, though best effect was achieved with hands-on supervision. This effect was maintained at a two-month follow-up. At the end of the experiment, participants in the treatment manual group received hands-on supervision. As a result, their performances increased to the same levels as the participants in the hands-on supervision group. Hence, hands-on supervision was superior in increasing teaching performances. Participants receiving hands-on supervision reported that they were comfortable receiving this type of supervision, that the hands-on supervision was the best way to learn correct teaching procedures and that they would prefer hands-on supervision in a future job situation. Also, independent assessors rated hands-on supervision as the most suitable intervention.  


Staff training, Supervision, Treatment manual, Hands-on supervision

Paper Details

Paper Details
Topic Special Education
Pages 373 - 384
Issue IEJEE, Volume 9, Issue 2, Special Issue: Autism Spectrum Disorders (ASD): Approaches to Training, Teaching, and Treatment
Date of acceptance 01 November 2016
Read (times) 594
Downloaded (times) 154

Author(s) Details

Linda Teikari HATLENES

Oslo and Akershus University College of Applied Sciences, Norway


Oslo and Akershus University College of Applied Sciences, Norway


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