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Introducing active support in the United States : staff training developments and research directions

Larson, S.., O'Nell, S., Hewitt, A., Smith, J., Lankin, K.C., McVilly, Keith and Stancliffe, Roger J. 2008, Introducing active support in the United States : staff training developments and research directions, Journal of intellectual disability research, vol. 52, no. 8-9, pp. 764-764, doi: 10.1111/j.1365-2788.2008.01092.x.

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Title Introducing active support in the United States : staff training developments and research directions
Author(s) Larson, S..
O'Nell, S.
Hewitt, A.
Smith, J.
Lankin, K.C.
McVilly, Keith
Stancliffe, Roger J.
Journal name Journal of intellectual disability research
Volume number 52
Issue number 8-9
Start page 764
End page 764
Publisher Blackwell Science
Place of publication [Oxford, England]
Publication date 2008-08
ISSN 0964-2633
1365-2788
Summary Aim: Active Support, an evidence-based intervention developed in the UK and tested in Australia, enables direct support professionals to engage people with high support needs in meaningful and rewarding every day activities. This paper outlines the practical details of adapting the Active Support curriculum for service providers in the US and outlines an evaluation methodology that will inform both service delivery and future developments of Active Support.

Method: Active Support curricula developed in the UK and Australia were adapted for implementation the US.Train-the-trainer activities were conducted in early 2008 in three group homes serving 12 people with intellectual or developmental disabilities. A formative evaluation process was used to identify changes in the materials and training design needed to support a randomized controlled trial of the intervention in 20 small group homes.

Results: Modifications in the delivery of training are needed to account for differences in scheduling patterns and high turnover rates in US group homes, and to adjust British/Australian terminology to the U.S. context.

Conclusions: The translation of active support into the U.S. context requires modifications to support successful implementation. Research is planned to document the success of the modified curriculum in improving outcomes for persons with disabilities.
Language eng
DOI 10.1111/j.1365-2788.2008.01092.x
Field of Research 170113 Social and Community Psychology
HERDC Research category C2.1 Other contribution to refereed journal
Copyright notice ©2008, The Authors. Journal Compilation 2008 Blackwell Publishing Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30018399

Document type: Journal Article
Collection: School of Psychology
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Created: Mon, 17 Aug 2009, 09:59:56 EST by Rachael Wilson

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