Evaluating a staff training program on the interaction between staff and people with intellectual disability and challenging behaviour: An observational study

Abstract

Background: The aim of this study was to evaluate the effects of a training program focusing on improvement of emotional intelligence (EI) and support staffs' awareness of their behaviour towards people with an intellectual disability based on interactional patterns. The support provided regarding the needs for autonomy, relatedness, and competence was observed in line with self-determination theory (SDT). Method: A pre-test-post-test control group design (N = 29) was used, with 17 support staff participating in the experimental group. For both groups, video recordings of interactions between staff and clients were analysed with an SDT-observation system. Results: The results showed that a training program focusing on EI and interactional patterns positively affected the support provided by staff with regard to clients' needs for autonomy, relatedness, and competence. Conclusions: As most EI studies focus on insights and understanding of oneself, this study is an important first step in focusing on staff behaviour during daily interactions.

Factors facilitating or hindering meaningful staff–client interactions in people with intellectual disabilities and challenging behaviour: A systematic mixed studies review using thematic synthesis

“…First, the need for autonomy refers to respecting clients’ opinions and wishes. The feeling of autonomy was enhanced when staff encouraged clients to take initiative or decisions, followed clients’ lead and minimized control and pressure (Antonsson et al, 2013; Bambara et al, 2001; Embregts, Zijlmans, et al, 2019; Whittington & Burns, 2005; Zijlmans et al, 2014b). Nonetheless, clients’ wishes should be fulfilled within reasonable limits, and good relationships entailed having clear, explicit boundaries (Antonsson et al, 2008, 2013; Bambara et al, 2001; Bradshaw & Goldbart, 2013; Olivier‐Pijpers et al, 2020; Whittington & Burns, 2005).…”

“…Clients described feeling understood by staff as an important aspect of relationships with staff (Clarke et al, 2019). A failure to understand cues and respond adequately to clients’ emotional needs hinders interactions (Antonsson et al, 2008; Bambara et al, 2001; Embregts, Zijlmans, et al, 2019; Nagra et al, 2017; Zijlmans et al, 2014b). Personal ways to communicate enhanced feelings of relatedness (e.g.…”

“…Bradshaw and Goldbart (2013) showed that doing things for a client that the client can do himself hindered interactions. The feeling of competence was enhanced when staff gave clients the time and space to do tasks their way and to express themselves (Antonsson et al, 2008, 2013; Embregts, Zijlmans, et al, 2019; Nagra et al, 2017; Zijlmans et al, 2014b). McLaughlin and Carr (2005) showed that a staff training aimed at building rapport ameliorates relationships between staff and clients by increasing responsivity (as well as reciprocity, see interactive principle reciprocity ).…”

“…The results are in line with the AAIDD‐model which suggests that the individual functioning of people with intellectual disabilities results from an interplay between personal and contextual factors combined with the support that clients receive (Embregts, Kroezen, et al, 2019). In Figure 2, the factors identified in the present review have been included in the adapted AAIDD‐model as published by Embregts, Zijlmans, et al (2019) to provide a comprehensive overview of the results and their interconnectedness. Within the model, it is important that staff support fits clients’ needs within the five dimensions.…”

“…the AAIDD‐model; Schalock et al, 2010), challenging behaviour can be understood as a signal of an imbalance between support from caregivers and the person's (dis)abilities within five dimensions of human functioning (i.e. cognitive functioning, adaptive behaviour, participation, health, and the physical and social context) while meaningful interactions reflect a balance between clients’ needs and caregiver support (Embregts et al, 2019). It is generally acknowledged that the behaviour of these caregivers affects the origin and maintenance of challenging behaviour (Hastings et al, 2013; Hastings & Remington, 1994).…”