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An examination of the addition of video informed reflective practice to the active support toolkit

Baker, Peter, Appleton, Philippa, Williams, Rosie (2017) An examination of the addition of video informed reflective practice to the active support toolkit. British Journal of Learning Disabilities, 45 (3). pp. 180-189. ISSN 1354-4187. E-ISSN 1468-3156. (doi:10.1111/bld.12193) (KAR id:62226)

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Official URL
http://dx.doi.org/10.1111/bld.12193

Abstract

This study evaluated a package of Active Support (AS), which included standard training with additional video informed reflective practice. The training package was implemented as part of a service improvement initiative in four residential intellectual disability homes, using a concurrent multiple baseline across environments design. Training consisted of a one-day workshop, and follow-up coaching. Momentary time sampling was used to measure engagement levels and staff assistance. A new observational tool was piloted to code the presence of positive and negative interactions between staff and the people with intellectual disabilities. Results showed that service user engagement levels and staff assistance increased significantly following the training. There was also a significant increase in positive interactions, and a significant decrease in negative interactions between staff and service users. The implications of these results are discussed.

Item Type: Article
DOI/Identification number: 10.1111/bld.12193
Uncontrolled keywords: active support; learning (intellectual) disabilities; video reflection
Subjects: H Social Sciences
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Depositing User: Peter Baker
Date Deposited: 06 Jul 2017 14:45 UTC
Last Modified: 16 Feb 2021 13:46 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/62226 (The current URI for this page, for reference purposes)
Baker, Peter: https://orcid.org/0000-0003-1421-9639
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