TY - JOUR

T1 - Increasing support staff fluency with the content of Behavior Support Plans

T2 - An application of Precision Teaching

AU - Branch, Alison

AU - Hastings, R.P.

AU - Beverley, M.

AU - Hughes, J.C.

PY - 2018/3

Y1 - 2018/3

N2 - 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.

AB - 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.

KW - Staff training

KW - Behaviour support plans

KW - Fluency training

KW - Precision training

KW - Challenging behaviour

U2 - 10.3109/13668250.2016.1267334

DO - 10.3109/13668250.2016.1267334

M3 - Article

VL - 43

SP - 213

EP - 222

JO - Journal of Intellectual and Developmental Disability

JF - Journal of Intellectual and Developmental Disability

SN - 1366-8250

IS - 3

ER -