A Systematic Review of Research on Staff Training as an Intervention to Develop Communication in Children and Adults with Profound Intellectual and Multiple Disabilities

Susan Buell (Lead / Corresponding author), Jean Ware, Darren D. Chadwick, Jill Bradshaw, Juliet Goldbart

Research output: Contribution to journalReview articlepeer-review

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Abstract

Introduction: This paper aims to identify to what extent staff training interventions are successful in enhancing the development of communication skills in people with profound intellectual and multiple disabilities. Methods: A systematic review was undertaken, conforming to PRISMA guidelines. English language, peer reviewed, empirical studies of staff training interventions to enhance the communication of people with profound intellectual and multiple disabilities were included. Databases Scopus, Web of Science, Proquest, Linguistics and Language Behaviour Abstracts (LLBA) and Medline were searched in July 2015 and updated in December 2022. Quality appraisal was conducted on 13 studies using Crowe's Critical Appraisal Tool (CCAT). Results: Few good quality evaluations of interventions were found. Challenges to research rigour included the diversity of people with profound intellectual and multiple disabilities, small sample sizes, intervention intensity and the management of fidelity. Conclusions: Manualised and bespoke interventions showed promise in improving staff communication and responsiveness.

Original languageEnglish
Article numbere13201
Number of pages31
JournalJournal of Applied Research in Intellectual Disabilities
Volume37
Issue number2
Early online date8 Feb 2024
DOIs
Publication statusPublished - Mar 2024

Keywords

  • communication
  • profound disabilities
  • staff training
  • systematic review

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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