The current study evaluated the effects of positive-interactions training on the extent to which staff had positive interactions with their small groups of clients with severe and/or multiple intellectual and developmental disabilities. Three direct support staff and seven clients at a center-based program of adult day services participated. Staff participants received no formal training during baseline. After baseline, staff participants received positive-interactions training consisting of instructions, modeling, role-playing practice, and feedback across three teaching sessions. Experimental analysis revealed the staff training package increased the quality with which staff interacted with their clients. In addition, findings suggest the intervention may have improved the behavior of clients.
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