Staff attribution of challenging behaviour and their implicit theories within and outside a positive behavioural support framework

Abstract

Positive behavioural support (PBS) is currently establishing itself as a framework for practice in services for individuals with intellectual disabilities in Norway. This study examines whether training and practising within a positive behavioural support framework may influence staff’s way of thinking. Ways of thinking were measured in terms of staff attribution patterns and implicit theories regarding possibility to change. Qualified staff (n=309) from 15 municipalities in Norway participated. Findings suggest that there were no significant relationships between PBS training, attribution patterns, and implicit theories in this research sample. Implications and limitations are discussed.