Increasing support staff fluency with the content of behaviour support plans: An application of precision teaching

Abstract

. (2016) Increasing support staff fluency with the content of behaviour support plans : an application of precision teaching. Journal of Intellectual and Developmental Disabilities. Permanent WRAP URL:http://wrap.warwick.ac.uk/79062 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-for profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP URL' above for details on accessing the published version and note that access may require a subscription. Author NotesThe authors confirm that this research received no funding and there were no financial or non-financial conflicts of interest. Fluency with Behaviour Support Plans 2 AbstractBackground

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

“…In contract, other studies required that participants not to have participated in a comparable training regarding the management of CB for at least 2 years ( van Oorsouw et al, 2010 ) and to not have attended a CB training within the last 6 months ( Rose et al, 2014 ). Across other studies participants had limited experience with CB training (not specified) ( McGill et al, 2007 ), and no prior training ( Branch et al, 2018 ). Jarmolowicz et al (2008) , compared experienced versus inexperienced participants.…”

“…Of the studies which focused on knowledge ( n = 13, 72.2%), Branch et al (2018) was the only study in which content was on a specific BSP. All other studies delivered training on positive behavioural interventions ( n = 1, 7.7%), approaches to supporting individuals with CB ( n = 1, 7.7%), an introduction to ABA ( n = 2, 15.3%), role of environment for CB ( n = 1, 7.7%), specific behavioural interventions ( n = 1, 7.7%), principles of PBS ( n = 3, 23%), behavioural principles ( n = 3, 23%), challenging behaviour courses ( n = 3, 23%).…”

“…Training duration varied across studies which solely focused on knowledge, from 2-hour workshops ( Hardesty et al, 2014 ), 1 day workshops ( Berryman, et al, 1994 ; Dowey et al, 2007 ; Rose et al., 2014 ), 3 day workshops ( Tierney et al, 2007 ), 4 hour workshops, practice across 4 weeks, support once a week ( Branch et al, 2018 ), 24.5 hours across 7 workshops ( van Oorsouw et al, 2010 ) to 57 days of workshops spread across 2 years ( McGill et al, 2007 ). Distance learning, with each module to be complete within a 3-month period ( Campbell and Hogg, 2008 ) and 80 hours direct teaching across 10 consecutive days (32 h home-based study leave, 40 h work-based study time and were expected to contribute 28 h of their personal time) ( Lowe et al, 2007 ).…”

“…Three studies (23.1%) utilized both description and role-play ( Dowey et al, 2007 ; Tierney et al, 2007 ; Van Oorsouw et al, 2010 ). One study (7.7%) used description and fluency ( Branch et al, 2018 ) and Hardesty et al, (2014) utilized description and feedback, comparing individual feedback to group feedback through the use of response cards.…”

Improving spelling for at‐risk kindergartners through element skill frequency building

“…A number of studies demonstrate the relationship between element behaviors reaching a performance standard (i.e., fluency aim or goal) and then affecting the emergence or betterment of one compound behavior (e.g., Branch, Hastings, Beverley, & Hughes, ; Bucklin, Dickinson, & Brethower, ; Cavallini, Berardo, & Perini, ; Eastridge & Mozzoni, ; Hughes, Beverley, & Whitehead, ; Kubina, Commons, & Heckard, ; McDowell & Keenan, ; McTiernan et al, ; Twarek, Cihon, & Eshleman, ). All studies included frequency building, the deliberate, systematic, focused practice of a skill (Kubina, ).…”