Increasing Day Service Staff Capacity to Facilitate Positive Relationships with People with Severe Intellectual Disability: Evaluation of a New Intervention Using Multiple Baseline Design

Autor/inn/en	Johnson, Hilary; Bigby, Christine; Iacono, Teresa; Douglas, Jacinta; Katthagen, Sarah; Bould, Emma
Titel	Increasing Day Service Staff Capacity to Facilitate Positive Relationships with People with Severe Intellectual Disability: Evaluation of a New Intervention Using Multiple Baseline Design
Quelle	In: Journal of Intellectual & Developmental Disability, 42 (2017) 4, S.391-402 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bigby, Christine) ORCID (Iacono, Teresa) ORCID (Douglas, Jacinta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2016.1246656
Schlagwörter	Interpersonal Relationship; Caregivers; Adults; Severe Intellectual Disability; Day Programs; Intervention; Program Effectiveness; Foreign Countries; Observation; Australia + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Caregiver; Carer; Betreuungsperson; Pfleger; Ausland; Beobachtung; Australien
Abstract	Background: The social relationships model was developed to describe positive relationships between support staff and people with intellectual disability. We evaluated an educational intervention based on this model. Method: Eighteen staff supporting 5 adult service users with severe or profound intellectual disability from 3 day services received the intervention. Mixed methods were used. A multiple baseline design determined changes in relationship processes between staff and service users following intervention. Descriptive field notes and staff interviews provided qualitative data. Results: Positive changes in relationship processes were found, but the results were variable. Of note was a high effect for 1 service user, a minimal effect for 2, and no effect for 2 service users. Field notes revealed contributors to variable results, and interview data highlighted changes not captured by quantitative measures. Conclusions: An educational intervention based on the social relationship model shows promise as a means to enhance staff relationships with people with intellectual disability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01