Large‐scale evaluation of staff training in programs for adults with intellectual and developmental disabilities
BST plus on-the-job feedback scales to many IDD homes and keeps staff accurate despite turnover.
01Research in Context
What this study did
Kamana et al. (2024) tested if BST plus on-the-job feedback works in real-world IDD homes.
They trained many staff across many community houses. Staff learned four key practices for adults with IDD.
The study used single-case methods to track each worker’s skill over time.
What they found
Staff quickly hit high accuracy on all four practices.
Skills stayed strong even when new hires replaced old ones.
The package scaled: one trainer could run the whole program.
How this fits with other research
Courtemanche et al. (2021) already showed large-group BST works. They trained 36 adults at once with peer feedback. Kamana adds on-the-job feedback in IDD homes and keeps skills alive during turnover.
McGonigle et al. (1982) used pyramidal BST plus daily feedback for 45 institutional staff. Kamana skips the pyramid and still wins, proving direct large-scale BST plus feedback is enough.
Ólafsdóttir et al. (2026) later pushed pyramidal BST even further. Kamana’s direct model sits between the 1982 pyramid and the 2026 update, showing a simpler path now exists.
Why it matters
You can roll out BST plus on-the-job feedback across your whole agency. Train everyone at once, then give quick feedback in the natural setting. Skills stick, even with new staff walking in. No need for train-the-trainer chains unless you want them.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Schedule a 30-minute group BST session on one skill, then post a 2-minute feedback check during the next shift.
02At a glance
03Original abstract
AbstractBehavioral skills training and on‐the‐job feedback are effective in changing staff behavior as evidenced by years of staff‐training research. However, community programs for adults with intellectual and developmental disabilities (IDD) often do not utilize these best‐practice training methods. The purpose of the current study was to train four empirically derived practices to staff who work with adults with IDD. We trained the staff to provide positive interactions, provide effective instructions, provide correct responses to problem behavior, and promote consumer engagement with items and activities. We used behavioral skills training and on‐the‐job feedback to increase staff implementation of these practices on a large scale in a community‐based organization despite some barriers such as high staff turnover rates. Overall, results showed that our training procedure was effective in increasing staff implementation of the four practices in many homes and programs.
Behavioral Interventions, 2024 · doi:10.1002/bin.1971