Article2008

Interactive training

27 citations0/0 files storedJournal of Intellectual & Developmental Disability

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Behavioral and Psychological Studies Disability Education and Employment Down syndrome and intellectual disability research

Abstract

BACKGROUND: Active support (AS) was developed to help staff organise and deliver practical support for meaningful client engagement in everyday activities. Both the amount and momentary effectiveness of staff support for client engagement have been found to increase following AS training. Training typically consists of a combination of workshops and onsite coaching sessions. To date, onsite training procedures have not been described or evaluated independently of AS workshops. METHOD: An onsite training procedure used in AS--interactive training (IT)--was evaluated independently of AS workshops through direct observation of staff and client behaviour. Staff views were canvassed via a questionnaire. RESULTS: Following interactive training, staff assistance and client engagement increased. Staff views on the experience were positive. CONCLUSIONS: Results from this preliminary study suggest that further research on the effectiveness of interactive training is warranted.

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1983Experiential Learning : Experience as the Source of Learning and Development 2003MOTIVATING OPERATIONS AND TERMS TO DESCRIBE THEM: SOME FURTHER REFINEMENTS 2004THE EFFECTS OF BEHAVIORAL SKILLS TRAINING ON STAFF IMPLEMENTATION OF DISCRETE‐TRIAL TEACHING 1977ASSESSING AND TRAINING TEACHERS IN THE GENERAUZED USE OF BEHAVIOR MODIFICATION WITH AUTISTIC CHILDREN1 1999Opportunity and the promotion of activity among adults with severe intellectual disability living in community residences: the impact of training staff in active support 1999ESTABLISHING OPERATIONS: IMPLICATIONS FOR THE ASSESSMENT, TREATMENT, AND PREVENTION OF PROBLEM BEHAVIOR 2001TRAINING SUPPORT STAFF TO EMBED TEACHING WITHIN NATURAL ROUTINES OF YOUNG CHILDREN WITH DISABILITIES IN AN INCLUSIVE PRESCHOOL 1998Current Issues in Staff Training 11The author is grateful to Drs. Willy-Tore Mørch and Ivar Lovaas for their helpful comments at earlier stages of the preparation of this manuscript. Special thanks are also extended to Heidi Aase and Christoffer Rezende for invaluable assistance in editing this manuscript.

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