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Commentary on “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”
- Author:
- PADDEN Ciara
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.103-107.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”. Design/methodology/approach: This is a narrative review of staff training in positive behaviour support (PBS) and challenging behaviour, drawing on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015). Findings: Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes. Originality/value: This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour. (Publisher abstract)
Addressing health inequities: coronary heart disease training within learning disabilities services
- Authors:
- HOLLY Deirdre, SHARP John
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.110-116.
- Publisher:
- Wiley
People with learning disabilities are at increased risk of coronary heart disease (CHD). Research suggests this may be due to inequalities in health status and inequities in the way health services respond to need. Little is known about the most effective way to improve health outcomes for people with learning disabilities. A previously developed CHD educational resource was piloted within residential community support organisations working closely with adults with complex learning disabilities. Following the training, improvements in knowledge of CHD-related topics were noted. Improvements were also seen in skills and confidence relating to working with others. Participant satisfaction with the training was demonstrated in terms of the acceptability and effectiveness of the training. Systematic training of this nature could lead to increased awareness of and attention to the cardiac health requirements of individuals, thereby improving the health outcomes, health literacy and ultimately self-management of people with learning disabilities. (Publisher abstract)
Speaking up for yourself: description and evaluation of an assertiveness training group for people with learning disabilities
- Authors:
- WESTON Clive, WENT Fleur
- Journal article citation:
- British Journal of Learning Disabilities, 27(3), 1999, pp.110-115.
- Publisher:
- Wiley
Current service philosophies place emphasis on service users making choices for themselves. Partly in response to this, practitioners have attempted to help service users develop skills of assertiveness. This paper describes an assertiveness training group for people with learning disabilities, and includes a range of outcome measures at intervals of up to 16 months from the first session. Modest increases in assertive behaviour are reported for the majority of participants. The importance of seeing assertiveness training in the wider context of service user empowerment is emphasised.
Goal planning for adults with a mental handicap: outcome research, staff training and management
- Author:
- STURMEY P.
- Journal article citation:
- Mental Handicap Research, 5(1), 1992, pp.92-108.
- Publisher:
- BIMH Publications
Reviews the research literature, identifying groups in research methods and lack of evaluation in the outcome studies; discusses promising developments in staff training methods.
Training therapists to work with people with intellectual disability in Improving Access to Psychological Therapies (IAPT) services
- Authors:
- DAGNAN Dave, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.760-767.
- Publisher:
- Wiley
Background: Current policy in the England suggests that people with intellectual disabilities should, where possible, access mainstream mental health services; this should include access to mainstream therapy services. It is likely that mainstream therapists will need training and support to work with people with intellectual disabilities. Method: Sixty‐eight therapists working in an English Improving Access to Psychological Therapies (IAPT) service received one‐ or 2‐day training on working with people with intellectual disabilities. Measures of confidence, general therapeutic self‐efficacy and attitudes to people with intellectual disabilities’ use of mainstream mental health services were completed pre‐training, post‐training and at 3‐month follow‐up; at which time, 12 participants were interviewed about the impact of the training on their practice. Results: There was a significant positive change in all measures immediately post‐training which was maintained at 3‐month follow‐up. Conclusions: Training considerations for mainstream therapists who may work with people with intellectual disabilities are discussed. (Edited publisher abstract)
Training staff to promote self‐management in people with intellectual disabilities
- Authors:
- SANDJOJO Janice, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.840-850.
- Publisher:
- Wiley
Background: People with intellectual disabilities have increasing difficulties managing their daily affairs. This study examined the effectiveness of a staff training, which teaches staff to promote self‐management in people with intellectual disabilities. Method: Effectiveness was assessed with questionnaires addressing clients’ (n = 26) independence and self‐reliance, support needs and challenging behaviour, using a pre–posttest control group design. Additionally, focus groups were conducted with trained staff members 6 months after the training. Results: In the long term, the intervention group showed a significant increase in independence and self‐reliance, in contrast to the comparison group. No effect was found on support needs and challenging behaviour. Trained staff members reported limited benefits of the training, but had noticed changes in their attitude and method of working afterwards. Conclusions: Further self‐management research is required to investigate how independence and self‐reliance can be promoted more effectively in this population. Future training should carefully consider their content, format, and implementation. (Edited publisher abstract)
Training direct care staff working with persons with intellectual disabilities and challenging behaviour: a meta-analytic review study
- Authors:
- KNOTTER Maartje H., et al
- Journal article citation:
- Aggression and Violent Behavior, 40, 2018, pp.60-72.
- Publisher:
- Elsevier
Two separate meta-analyses were conducted to examine (1) the effects of training programs on the behaviour of direct care staff working with clients with ID who present challenging behaviour problems (predominantly aggressive and violent behaviour), and (2) the effects of staff training on the challenging behaviour of their clients with ID. A 3-level random effects model was used for both meta-analyses to account for both within and between study variance. Results showed that staff training was moderately effective in changing staff behaviour, but no convincing evidence was found for an effect on the reduction of challenging behaviour of persons with ID. The type, content and goal of training did not moderate the effects of staff training, whereas sample and study characteristics (e.g., sex participant or year of publication) did. The way a training program is delivered to staff may be much more important than characteristics of a training. (Edited publisher abstract)
Commentary on “Can active support improve job satisfaction?”
- Author:
- DEVEAU Roy
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.61-64.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Rhodes and Toogood’s article on the possible relationship between Active Support training and staff job satisfaction. Design/methodology/approach: Rhodes and Toogood unusually and importantly include outcomes for both frontline staff and service users following an Active Support intervention. This commentary builds upon this approach by drawing on ideas recently raised by Deveau and McGill (2015). Findings: A number of important themes are identified including the mutuality of direct support staff (DSS) and service user experience, the significance of considering both the formal and informal aspects of organisational culture and the value of employing a complexity theory perspective. Originality/value: Effective public services require an understanding of the factors influencing the behaviour of public service staff. In intellectual disability services, positive outcomes can only be obtained through a broader appreciation of the drivers of DSS behaviour, especially the roles played by culture and leadership.
Service user outcomes of staff training in positive behaviour support using person-focused training: a control group study
- Authors:
- GREY Ian M., MCCLEAN Brian
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.6-15.
- Publisher:
- Wiley
Effectively supporting individuals with intellectual disabilities who display challenging behaviours continues to be a priority for service providers. Person-focused training (PFT) is a model of service delivery which provides staff with skills in functional assessment and intervention development. This current study involves the use of a control group of individuals with challenging behaviours matched against those selected for PFT over a 6-month period. Groups were matched on type of challenging behaviour, duration of challenging behaviour, gender and level of disability. Information on the frequency, management difficulty and severity of challenging behaviour was collected pre- and post-training using the Checklist of Challenging Behaviours (CCB) for both groups. Observational data were collected for the target group alone. Rates of psychotropic medication were tracked across the training period. Significant reductions in the frequency, management difficulty and severity of challenging behaviour were found for service users in the target group but not in the control group after 6 months. No significant changes were found in the use of psychotropic medication for either group over the 6-month period. Overall results suggest that PFT is an effective model for providing support to individuals with challenging behaviours.
Learning outcomes for students of school leaving age in special schools: a preliminary study of stakeholders' perceptions
- Author:
- DOWRICK Magaret K.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.293-305.
- Publisher:
- Taylor and Francis
A process was developed for ascertaining and measuring desirable learning outcomes for Australian students of school leaving age attending special schools. This paper reports upon the first part of the process, which involved a wide range of stakeholder representatives (including teachers, teachers' aides, principals, parents, Technical and Further Education (TAFE) teachers, community representatives and the students) being brought to the point of consensus as to what the outcomes should be. The process was applied in three special schools and the overall findings are discussed. While the three stakeholder groups identified over 30 outcomes as desirable for their students, the seven most important learning outcomes were Communication, Community Living, Financial Management, Independent Living, Interpersonal Skills, Literacy and Personal Development. The stakeholder representatives collectively identified 93 representative indicators (or teaching objectives) from these seven outcomes.