Training staff serving clients with intellectual disabilities: A meta-analysis of aspects determining effectiveness

The costs for delivering services to individuals with autism and other disabilities total more than $137 billion annually and grow exponentially. Given this figure, servicedelivery organizations are under pressure to ensure staff are well-prepared to deliver services through the provision of training. Providing effective staff training and performance management is also necessary for the delivery of evidencebased practice and is an ethical obligation for Behavior Analyst Certification Board®, Inc. (BACB®) certificants. The purpose of the present study was to document the various types of staff and supervisory training and performance management procedures offered to BACB® certificants and aspirants working in applied settings.

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“…At first glance, these findings appear as though they are consistent with best practices (e.g., van Oorsouw et al 2009). …”

Section: Discussionsupporting

confidence: 60%

A Survey of Staff Training and Performance Management Practices: the Good, the Bad, and the Ugly

Reed

Henley

2015

Behav Analysis Practice

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“…This again suggests the need for ongoing input to ensure that knowledge gains due to training are not lost over time. Recent research has suggested that a combination of in-service training and coaching on the job is the most effective format (van Oorsouw et al 2009) The study had a number of methodological limitations. The questionnaire used was adapted from one used in previous research (McKenzie et al, 2000) where it conformed to a number of psychometric standards (Dickens & Stallard, 1987).…”

Section: Discussionmentioning

confidence: 97%

The impact of training on teacher knowledge about children with an intellectual disability

Rae¹,

McKenzie

Murray³

2011

J Intellect Disabil

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The present study examines the impact of a short training session on the knowledge of teaching staff in Scotland about children with an intellectual disability. Despite the majority of participants reporting that they had a child with an intellectual disability in their classroom, the initial level of knowledge concerning intellectual disability was low. This was partly considered to be due to terminology differences that exist between the health and education sectors and a lack of training specific to the needs of children with an intellectual disability. Training was shown to significantly improve the basic knowledge needed to understand intellectual disability immediately after training and at a 1 month follow-up, suggesting that the knowledge gains would be sustained in the longer term.

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“…They also offer a means of bridging the gap between academic and practice based settings, allowing students and qualified staff to develop and practice skills in a virtual environment where the mistakes they make do not have real life consequences (Gee, 2003;Begg et al, 2005;McKenzie et al, 2008). This delivery method is also compatible with the conclusion that practice based training which combines both in-service and on the job training represents the most effective format for staff learning (van Oorsouw et al, 2009).…”

Section: Introductionmentioning

confidence: 98%

A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings

McKenzie¹

2012

Adv in Health Sci Educ

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Citation: McKenzie, Karen (2013) A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings. Advances in Health Sciences Education, 18 (5 Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University's research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher's website (a subscription may be required.) AbstractThe present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice.

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Training staff serving clients with intellectual disabilities: A meta-analysis of aspects determining effectiveness

Cited by 90 publications

References 12 publications

A Survey of Staff Training and Performance Management Practices: the Good, the Bad, and the Ugly

A Survey of Staff Training and Performance Management Practices: the Good, the Bad, and the Ugly

The impact of training on teacher knowledge about children with an intellectual disability

A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings

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