Implementation of Active Support over Time in Australia

Autor/inn/en	Bigby, Christine; Bould, Emma; Beadle-Brown, Julie
Titel	Implementation of Active Support over Time in Australia
Quelle	In: Journal of Intellectual & Developmental Disability, 44 (2019) 2, S.161-173 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bigby, Christine) ORCID (Bould, Emma) ORCID (Beadle-Brown, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2017.1353681
Schlagwörter	Foreign Countries; Quality of Life; Intellectual Disability; Staff Development; Training; Leadership; Social Support Groups; Caregivers; Interpersonal Relationship; Needs; Individual Characteristics; Student Behavior; Behavior Problems; Check Lists; Program Effectiveness; Australia; Adaptive Behavior Scale; Aberrant Behavior Checklist + Suchen Sie Ihr Suchwort? Ausland; Lebensqualität; Intellect; Disability; Disabilities; Verstand; Behinderung; Personnel development; Personalentwicklung; Ausbildung; Führung; Führungsposition; Social support; Soziale Unterstützung; Caregiver; Carer; Betreuungsperson; Pfleger; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Grundbedürfnis; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Student behaviour; Schülerverhalten; Checkliste; Australien
Abstract	Background: Research indicates the value of active support in achieving good outcomes across a number of quality of life domains for people with intellectual disabilities. However, implementation is not easy, and little research has explored why. We aimed to identify some of the factors that impact on implementation of active support in supported accommodation services. Methods: Data on the quality of active support, staff training and practice leadership were collected through staff questionnaires, observations and manager interviews, for between two and four years across six organisations. Results: Active support improved over time for more able people with intellectual disability, but not for people with higher support needs. There was a weak positive correlation between active support and (1) practice leadership scores, and (2) the percentage of staff reporting active support training. Conclusions: It is important to recognise the influence of practice leadership and staff training on the quality of support and ensure provision for these in funding schemes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01