School of Psychology, Trinity College Dublin, Dublin 2, Ireland.
Behavioural Department, Rehab Group, Dublin 4, Ireland.
J Intellect Disabil Res. 2019 Nov;63(11):1291-1304. doi: 10.1111/jir.12630. Epub 2019 May 20.
Staff with varying backgrounds and educational qualifications can be effectively trained to implement procedures in line with evidence-based practice. Behavioural skills training (BST) is a competency-based training model used to effectively educate a broad selection of professionals, including front line staff, in a range of work-related skills. However, BST has yet to be evaluated in a large group-based experiment.
This study involved a parallel cluster randomised control trial. Six service sites, with a total of 54 participants, were randomised to the intervention condition using the 'coin toss' method. The intervention condition used BST to coach intellectual disability staff in reinforcement, systematic prompting, functional communication training and task analysis. Six service sites, with a total of 50 participants, were also randomised to a control condition in which generalised training in behavioural interventions was restricted. Recruited service sites were randomly assigned to the intervention condition (N = 6, n = 54) or the control condition (N = 6, n = 50) at one point in time, immediately after recruitment and before baseline testing took place. Allocations were stratified by service type (residential or day) and geographical region. One member of the research team allocated service sites using the 'coin toss' method, and another member, blind to the allocations, decided which experimental arm would receive the intervention and which would be designated as control. It was not possible to mask the intervention from participants, but they were recruited prior to randomisation.
Participants in the intervention condition demonstrated statistically significant improvements in their knowledge scores over the study period. Participants in the control condition showed no change or a statistically significant decrease in their knowledge scores. No statistically significant changes to well-being were observed for either group. There was clear evidence of knowledge maintenance, as well as skill acquisition and subsequent generalisation to the workplace environment, among participants in the intervention condition. Participants also evaluated the BST intervention positively.
Results support BST as a method for disseminating evidence-based practice to front line staff working with adults with intellectual and developmental disabilities.
具有不同背景和教育背景的员工可以经过有效培训，以执行符合循证实践的程序。行为技能培训（BST）是一种基于能力的培训模式，用于有效地教育广泛的专业人员，包括一线员工，在一系列与工作相关的技能。然而，BST 尚未在大规模的群组实验中进行评估。
本研究采用平行聚类随机对照试验。使用“掷硬币”法，将 6 个服务点（共 54 名参与者）随机分配到干预组。干预组使用 BST 来指导智障员工进行强化、系统提示、功能性沟通训练和任务分析。将另外 6 个服务点（共 50 名参与者）也随机分配到控制组，该组仅接受行为干预的一般培训。招募的服务点在一次招募后，在进行基线测试之前，立即被随机分配到干预组（N=6，n=54）或对照组（N=6，n=50）。分组按服务类型（住宿或日间）和地理位置进行分层。研究团队的一名成员使用“掷硬币”法对服务点进行分配，另一名成员则根据分配结果决定哪个实验组将接受干预，哪个将被指定为对照组。无法对参与者进行干预措施的掩蔽，但他们是在随机分组之前招募的。
干预组的参与者在研究期间其知识得分有显著提高。对照组的参与者知识得分没有变化或统计学上显著下降。两组的幸福感均无统计学显著变化。干预组的参与者有明确的知识保持证据，以及技能习得和随后在工作场所环境中的推广。参与者还对 BST 干预给予了积极评价。
结果支持 BST 作为一种向从事智障和发育障碍成年人工作的一线员工传播循证实践的方法。
