Increasing support staff fluency with the content of behaviour support plans: An application of precision teaching

ABSTRACT

Background Behaviour support plans (BSPs) are at the core of positive behavioural support for challenging behaviour, but nonadherence to BSPs is common. Generally, nonfluent component knowledge prevents learners achieving fluent application and retention of information, and we hypothesised that this may apply to staff learning BSPs.

Method We compared the effectiveness of fluency training (FT) and precision teaching on staff learning of BSPs with staff receiving consultation as usual, comprising standard support for learning BSPs. All staff completed pre- and postintervention tests measuring frequency of component skill recall and application of component knowledge (composite skills).

Results The FT group made and maintained greater gains in component skill recall and achieved higher composite test scores, suggesting greater application of component skills. These effects were associated with moderate effect sizes.

Conclusions This study offers initial support for the application of FT and precision teaching for staff learning BSP content.

KEYWORDS:

• staff training
• behaviour support plans
• fluency training
• precision teaching
• challenging behaviour

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Alison Branch http://orcid.org/0000-0002-6448-7984

Richard P. Hastings http://orcid.org/0000-0002-0495-8270

Michael Beverley http://orcid.org/0000-0003-0602-3054

J. Carl Hughes http://orcid.org/0000-0001-7130-7286