Increasing support staff fluency with the content of Behavior Support Plans: An application of Precision Teaching

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

Fersiynau electronig

Dangosydd eitem ddigidol (DOI)

  • Alison Branch
    c School of Psychology , Bangor University , Bangor , United Kingdom.
  • R.P. Hastings
    University of Warwick
  • M. Beverley
  • J.C. Hughes
Background Behaviour support plans (BSPs) are at the core of positive behavioural support for challenging behaviour, but nonadherence to BSPs is common. Generally, nonfluent component knowledge prevents learners achieving fluent application and retention of information, and we hypothesised that this may apply to staff learning BSPs.
Method We compared the effectiveness of fluency training (FT) and precision teaching on staff learning of BSPs with staff receiving consultation as usual, comprising standard support for learning BSPs. All staff completed pre- and postintervention tests measuring frequency of component skill recall and application of component knowledge (composite skills).
Results The FT group made and maintained greater gains in component skill recall and achieved higher composite test scores, suggesting greater application of component skills. These effects were associated with moderate effect sizes.
Conclusions This study offers initial support for the application of FT and precision teaching for staff learning BSP content.

Allweddeiriau

Iaith wreiddiolSaesneg
Tudalennau (o-i)213-222
Nifer y tudalennau10
CyfnodolynJournal of Intellectual and Developmental Disability
Cyfrol43
Rhif y cyfnodolyn3
Dyddiad ar-lein cynnar15 Rhag 2016
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsCyhoeddwyd - Maw 2018
Gweld graff cysylltiadau