Training Programme for Community Service Providers Who Support Adults with Intellectual Disabilities: A Systematic Quantitative Literature Review of Single-Case Research

Autor/inn/en	Mullins, Laura E.; Scott, Victoria; Cox, Alison D.
Titel	Training Programme for Community Service Providers Who Support Adults with Intellectual Disabilities: A Systematic Quantitative Literature Review of Single-Case Research
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 36 (2023) 6, S.1191-1205 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mullins, Laura E.) ORCID (Scott, Victoria) ORCID (Cox, Alison D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.13152
Schlagwörter	Adults; Intellectual Disability; Training; Program Effectiveness; Outcomes of Treatment; Effect Size; Feedback (Response); Community Services + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Ausbildung; Gemeindenahe Versorgung
Abstract	Background: Research on training direct support professionals to address challenging behaviour exhibited by adults with intellectual disabilities is essential in generating effective training approaches for this sector. This systematic review's objective was to evaluate the effects of training types and whether specific training delivery components influenced outcomes. Methods: Following PRISMA (2020) guidelines, 16 single-case design studies were included that directly evaluated behaviour change of service providers training for adults with intellectual disabilities in community settings. Study quality was assessed using Horner et al. ("Exceptional Children," 2005, 71(2), 165-180) criteria. The database searched included Academic Search Complete, CINAHL, Embase, ERIC, Psych Info, and Web of Science. Results: Descriptive analysis of effect size outcomes suggested that all training types were associated with improved outcomes. Further, in situ training was associated with improved service provider performance. Interestingly, feedback was associated with poorer service provider performance. Conclusions: We provide possible explanations for this surprising outcome and propose future research. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01