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

Autor/inn/en	Mahon, Dearbaile; Walsh, Edith; Holloway, Jennifer; Lydon, Helena
Titel	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
Quelle	In: Journal of Intellectual Disabilities, 26 (2022) 3, S.732-757 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lydon, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/17446295211022124
Schlagwörter	Positive Behavior Supports; Intellectual Disability; Developmental Disabilities; Residential Care; Residential Programs; Caregiver Training; Behavior Problems; Staff Development; Social Services + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Sozialer Wohnungsbau; Personnel development; Personalentwicklung; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01