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Behavior treatment programs, readability, and treatment outcomes
Angela D Adkins1, Nirbhay N Singh, Gerald F McKeegan
1Western State Hospital, Staunton, VA, USA.
Research in Developmental Disabilities
|October 9, 2002
Summary
Behavior treatment plans written at college reading levels hinder staff understanding and treatment outcomes. Simplifying these plans significantly improves results for individuals receiving behavioral interventions.
Area of Science:
- Behavioral Science
- Applied Behavior Analysis
- Healthcare Communications
Background:
- Reading grade level and readability are often overlooked in behavior treatment plans.
- Effective implementation of behavioral interventions relies on clear, accessible documentation.
Observation:
- Behavior treatment plans developed by certified behavior analysts were written at a college reading level, exceeding that of typical frontline staff.
- None of the analyzed plans met all 12 critical readability variables.
- Plans with higher readability showed slightly better treatment outcomes.
Findings:
- Two studies investigated the impact of reading grade level and readability on behavior treatment plan effectiveness.
- Manipulating the reading grade level and readability of behavior treatment plans directly enhanced treatment outcomes in all participants.
Implications:
- Improving the readability of behavior treatment plans is crucial for effective implementation and better client outcomes.
- Future research should focus on developing accessible behavior treatment plans for diverse staff literacy levels.
- Accessible documentation can bridge the gap between complex behavioral science and practical application in treatment settings.