Search results for ‘Subject term:"learning disabilities"’ Sort:
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A systematic review of training methods to increase staff’s knowledge and implementation of positive behaviour support in residential and day settings for individuals with intellectual and developmental disabilities
- Authors:
- MAHON Dearbaile, et al
- Journal article citation:
- Journal of Intellectual Disabilities, early cite 5 July 2021,
- Publisher:
- Sage
- Place of publication:
- London
Behaviour support plans (BSPs), if accurately implemented, have been found to increase skills and decrease challenging behaviour of individuals with intellectual and developmental disabilities. Training is essential for staff to acquire the skills necessary for accurate implementation. The aim of this systematic literature review was to evaluate procedures used to train staff in Positive Behaviour Support (PBS), on both knowledge of PBS and implementation of BSPs. Systematic searches of 4 databases identified 18 studies as meeting criteria. Findings indicate that description alone was not consistently effective in increasing knowledge and should be used in combination with other training strategies. Staff’s implementation of BSPs were increased by different combinations of the following training components: description, feedback, modelling, role-play, monitory incentive, and escape contingency. To identify evidenced based practice when training staff on BSPs, it is necessary to evaluate active and feasible training components from current training models. (Edited publisher abstract)
Positive behavioural support for children and young people with developmental disabilities in special education settings: a systematic review
- Authors:
- BEQIRAJ Lorena, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, early cite February 2022,
- Publisher:
- Wiley
Background: Positive behavioural support (PBS) can be effective in supporting children and young people (CYP) with developmental disabilities. This systematic review focused on describing the components and nine characteristics of PBS that have been used with CYP with developmental disabilities in special education settings, and the evidence for PBS effectiveness in these settings. Additionally, facilitators and barriers to PBS implementation, and experiences of stakeholders, were investigated. Method: Systematic searches followed a registered protocol, and 30 studies were identified, narratively synthesised, and critically appraised. Results: From the 30 studies included, 10 reported the presence of all 9 PBS characteristics, 17 reported on 8 PBS characteristics, and 3 reported on 7 characteristics. Overall, 28 studies demonstrated significant decreases in behaviours that challenge and increases in alternative behaviours, if increasing alternative behaviours was part of the interventions. Conclusions: There was a lack of evidence on facilitators and barriers, and a lack of qualitative studies exploring experiences of stakeholders with PBS in special education settings. The available evidence suggested that not all studies reported on all PBS characteristics when describing the approach followed. In addition, available evidence suggested that most studies demonstrated effectiveness of PBS regarding the measured outcomes. Implications and future directions are discussed. (Edited publisher abstract)
Behavioral treatment of challenging behaviors in individuals with mild mental retardation: meta-analysis of single-subject research
- Authors:
- DIDDEN Robert, et al
- Journal article citation:
- American Journal on Mental Retardation, 111(4), July 2006, pp.290-298.
- Publisher:
- American Association of Mental Retardation
A meta-analytic study of the effectiveness of behavioural and psychotherapeutic treatments for challenging behaviours in individuals with mild learning disabilities is reported. For each of 133 comparisons in 80 studies, two effect sizes were calculated: PND (percentage of non-overlapping data) and PZD (percentage of zero data). Overall, behavioural interventions were shown to be effective (PND = 75%; PNZ = 35%). Studies with experimental designs and methods of experimental functional analysis produced significantly larger PNDs than those using less methodologically rigorous designs and descriptive methods. However, the review is limited because the majority of studies referred to children and adolescents in residential settings, and the applicability of the findings to adults and to different settings is in doubt.