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Commentary on training in positive behavioural support: Increasing staff self-efficacy and positive outcome expectations

Padden, Ciara (2016) Commentary on training in positive behavioural support: Increasing staff self-efficacy and positive outcome expectations. Tizard Learning Disability Review, 21 (2). pp. 103-107. ISSN 1359-5474. (doi:10.1108/TLDR-01-2016-0001) (KAR id:83915)


Purpose – The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training Staff to Respond to Behaviours that Challenge their Service: Increasing Staff Self-Efficacy and Positive Outcome Expectations”.

Design/methodology/approach – This is a narrative review or discussion on staff training in positive behaviour support (PBS) and challenging behaviour, based on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015).

Findings – Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes.

Originality/value – This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour.

Item Type: Article
DOI/Identification number: 10.1108/TLDR-01-2016-0001
Uncontrolled keywords: Staff Training, Positive Behaviour Support, Intellectual disability, Learning disability, Challenging behaviour, Competence framework
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Depositing User: Ciara Padden
Date Deposited: 04 Nov 2020 11:54 UTC
Last Modified: 09 Dec 2022 06:05 UTC
Resource URI: (The current URI for this page, for reference purposes)

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