title: Evaluation of staff training methodologies to increase implementation of behaviour support plans for individuals with intellectual disabilities
Creators: name: Mahon, Dearbhaile
Publisher: name: University of Galway
Year: 2025
Subjects: subject: staff training
subject: behaviour support plans
subject: intellectual disabilities
subject: Arts, Social Sciences and Celtic Studies
subject: Psychology
subject: FOS: Psychology

description: Aim: Positive Behaviour Support (PBS) is legislated within the Republic of Ireland as best practice to support individuals with intellectual disabilities who engage in behaviours that challenge and reside in residential services or attend day service settings. Within schools and organisations PBS offers a three-tiered model of interventions and supports, ranging from organisation wide supports (Tier 1), to highly individualised supports (Tier 3). The application of PBS within the Republic of Ireland is primarily Tier 3 through highly individualised behaviour support plans. On a daily basis, it is the responsibility of front-line support staff in services to put behaviour supports into practice. Consistent implementation of behaviour supports with fidelity is essential in supporting individuals to learn new skills, become less reliant on behaviours that challenge, and to improve quality of life (QOL). Therefore, it is essential that effective staff training strategies are identified and the context of BSP implementation is understood, which is the aim of the current thesis. Methods and results: Firstly, a systematic review of PBS training literature, focusing on training components, delivered to staff working in residential and day service settings in the intellectual disability sector was carried out (Chapter 2). The findings of Chapter 2 identified the need for a pilot feasibility study to lay the foundation to examine which training components used within current training practices are efficacious, necessary, efficient, feasible and cost-effective. It also highlighted the methodological research considerations necessary to identify evidenced based training practice. Secondly, insights from key stakeholders were gathered within focus groups and interviews, on their perceived barriers and facilitators to implementation (Chapter 3). The findings indicated that frontline staff primarily believe that organisational factors and social influences are necessary for the successful implementation of BSPs. The thesis aims to gain an understanding of the most commonly recommended behavioural interventions in practice, assessed through an online survey of practitioners working across the UK and Ireland (Chapter 4). The findings of Chapter 4 were cross-referenced with evidenced based practice (EBP) for behavioural interventions to support individual with intellectual disabilities, the combined information was used to identify training content for the pilot and feasibility study. Finally, a pilot and feasibility study was undertaken to evaluate the components of Behavioural Skills Training delivered in a group format (Chapter 5). The pilot and feasibility study found that it was not feasible to run a component analysis of current models of training, due to issues with follow up data collection. Recommended adaptations are provided which would enable a feasible group evaluation of current staff training models in this area. Conclusion: The current thesis lays the foundation for identification of evidenced based training delivered in a group format to staff working within residential and day service settings in the intellectual disability sector. It also enriches and expands on the understanding of the