The impact of behavioural skills training on the knowledge, skills and well‐being of front line staff in the intellectual disability sector: a clustered randomised control trial

Abstract

Background Staff with varying backgrounds and educational qualifications can be effectively trained to implement procedures in line with evidence‐based practice. Behavioural skills training (BST) is a competency‐based training model used to effectively educate a broad selection of professionals, including front line staff, in a range of work‐related skills. However, BST has yet to be evaluated in a large group‐based experiment. Methods This study involved a parallel cluster randomised control trial. Six service sites, with a total of 54 participants, were randomised to the intervention condition using the ‘coin toss’ method. The intervention condition used BST to coach intellectual disability staff in reinforcement, systematic prompting, functional communication training and task analysis. Six service sites, with a total of 50 participants, were also randomised to a control condition in which generalised training in behavioural interventions was restricted. Recruited service sites were randomly assigned to the intervention condition (N = 6, n = 54) or the control condition (N = 6, n = 50) at one point in time, immediately after recruitment and before baseline testing took place. Allocations were stratified by service type (residential or day) and geographical region. One member of the research team allocated service sites using the ‘coin toss’ method, and another member, blind to the allocations, decided which experimental arm would receive the intervention and which would be designated as control. It was not possible to mask the intervention from participants, but they were recruited prior to randomisation. Results Participants in the intervention condition demonstrated statistically significant improvements in their knowledge scores over the study period. Participants in the control condition showed no change or a statistically significant decrease in their knowledge scores. No statistically significant changes to well‐being were observed for either group. There was clear evidence of knowledge maintenance, as well as skill acquisition and subsequent generalisation to the workplace environment, among participants in the intervention condition. Participants also evaluated the BST intervention positively. Conclusions Results support BST as a method for disseminating evidence‐based practice to front line staff working with adults with intellectual and developmental disabilities.

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

“…Future research should also consider cost effectiveness in terms of brief skills-based training (e.g. Gormley et al, 2019a) Within the current review a wide variety of measures (both standardized and unstandardized) were used to measure change in participants knowledge, attributions, behavioural explanations and implementation of specific behavioural interventions. Standardized measures had mixed outcomes whereas unstandardized measures all had positive outcomes.…”

“…Berryman et al (1994) and Hardesty et al (2014) reported that participants received orientation training related to behaviour management/behavioural principles and strategies, upon commencing their job. In addition, Berryman et al (1994) described that participants received 2 days of training yearly and asked participants to rate how familiar they were with content of training, similarly in Gormley et al (2019a) participants were asked if they had received training on the specific content taught. 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).…”

“…Description and video modelling were compared to description, video modelling (carried over from previous condition) and in vivo. Of the studies that had mixed outcomes, Gormley et al (2019a) was preponderant due to no baseline data being measured for skills utilizing behavioural skills training. Five out of eight studies which evaluated participant implementation, took measures on client outcomes.…”

Supporting direct support professionals in enabling people with intellectual disabilities to engage in meaningful activities: protocol for the Meaningful Activities 4 All (MA4A) study based on the human-centred design process

“…42 In addition, there is a disconnection between evidencebased practice and the competencies of DSPs. 41 However, it is important to underline that working with PID is very challenging for all DSPs due to the complex nature of ID, 43 44 resulting in DSPs being exhausted and not being able to meet the demands related to their job, and even resulting in burnout. 45 The overall objective of this study is to develop a more qualitative support for PID, enabling them to participate more in MA and by extension in society.…”

“…33 More specifically, the higher the quality of the DSP, the more personal outcomes for PID. 41 Sadly, PID remain underengaged in MA and research on the topic is scarce. More research is needed in order to establish and understand factors that enable or hinder MA.…”