Increasing Support Staff Fluency with the Content of Behaviour Support Plans: An Application of Precision Teaching

Autor/inn/en	Branch, Alison; Hastings, Richard P.; Beverley, Michael; Hughes, J. Carl
Titel	Increasing Support Staff Fluency with the Content of Behaviour Support Plans: An Application of Precision Teaching
Quelle	In: Journal of Intellectual & Developmental Disability, 43 (2018) 2, S.213-222 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Branch, Alison) ORCID (Hastings, Richard P.) ORCID (Beverley, Michael) ORCID (Hughes, J. Carl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2016.1267334
Schlagwörter	Positive Behavior Supports; Behavior Modification; Behavior Problems; Staff Development; Job Skills; Pretests Posttests; Knowledge Level; Scores; Effect Size; Developmental Disabilities; Foreign Countries; Skill Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Personnel development; Personalentwicklung; Produktive Fertigkeit; Wissensbasis; Entwicklungsstörung; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Background: Behaviour support plans (BSPs) are at the core of positive behavioural support for challenging behaviour, but nonadherence to BSPs is common. Generally, nonfluent component knowledge prevents learners achieving fluent application and retention of information, and we hypothesised that this may apply to staff learning BSPs. Method: We compared the effectiveness of fluency training (FT) and precision teaching on staff learning of BSPs with staff receiving consultation as usual, comprising standard support for learning BSPs. All staff completed pre- and postintervention tests measuring frequency of component skill recall and application of component knowledge (composite skills). Results: The FT group made and maintained greater gains in component skill recall and achieved higher composite test scores, suggesting greater application of component skills. These effects were associated with moderate effect sizes. Conclusions: This study offers initial support for the application of FT and precision teaching for staff learning BSP content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01