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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.

Keywords

  • Staff training, Behaviour support plans, Fluency training, Precision training, Challenging behaviour
Original languageEnglish
Pages (from-to)213-222
Number of pages10
JournalJournal of Intellectual and Developmental Disability
Volume43
Issue number3
Early online date15 Dec 2016
DOIs
Publication statusPublished - Mar 2018
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