The present study examines the impact of a training course which has previously been found to significantly increase the knowledge of staff working in learning disability services on staff attributions and practice. No significant changes were found in staff (n = 39) attributional dimensions following training. However, a decrease in the use of the attributional category `communication deficit' was found 8 weeks after training. Staff rated their knowledge levels as higher both immediately following training and 8 weeks later. The subgroup (n = 14) of staff who were examined in relation to staff practice were found to change their practice significantly from baseline to follow-ups 4 and 5 months later. Methodological limitations and implications of the study are discussed.
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