Search results for ‘Subject term:"challenging behaviour"’ Sort:
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Meeting the challenge in Clwyd: the Intensive Support Team. Part 1
- Authors:
- TOOGOOD Sandy, et al
- Journal article citation:
- British Journal of Learning Disabilities, 22(1), 1994, pp.18-24.
- Publisher:
- Wiley
Describes the establishment of the Clwyd Intensive Support Team, their working definition of challenging behaviour, the development and operation of the Team, and the pattern of referrals over the last three years.
The functional assessment of challenging behaviour: a comparison of information-based, experimental and descriptive methods
- Authors:
- TOOGOOD Sandy, TIMLIN Kevin
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 9(3), 1996, pp.206-222.
- Publisher:
- Wiley
The function of challenging behaviours displayed by 20 people with severe intellectual disabilities was assessed using information-based, experimental and descriptive methods. The results suggest that information-based, descriptive and experimental approaches to assessment vary with regards to (1) the probability of ascribing functions across a range of challenging behaviours; (2) the types and characteristics of behaviours to which functions are more likely to be ascribed; (3) the types of functions which are likely to identified; and (4) the probability with which they identify multiple functions. The results also suggest that the level of agreement between different approaches was disappointingly poor. Attention is also drawn to the importance of staff training to enhance the performance of informant-based methods and the further development of non-experimental approaches to functional assessment.
Establishing a context to reduce challenging behaviour using procedures from active support: a clinical case example
- Authors:
- TOOGOOD Sandy, et al
- Journal article citation:
- Tizard Learning Disability Review, 14(4), October 2009, pp.29-36.
- Publisher:
- Emerald
Client engagement increases substantially when staff teams implement active support. The impact of active support on challenging behaviour is less clear. This paper suggest that there are grounds for believing that active support procedures could in some cases neutralise environmental conditions known to evoke challenging behaviour. This paper uses Gemma as a case study for the techniques presented. A three-phase clinical intervention was implemented to increase engagement and reduce passive and challenging behaviour. In phase 1, staff were trained to deliver inviting activity-based instruction at eye level. In phase 2, activity support plans were introduced to increase client choice and control. In phase 3 staff used peer-monitoring procedures to consolidate the implementation. Staff behaviour and client outcomes were measured across the three phases of intervention and at follow-up. Results showed that staff provided warm and inviting activity-based instruction at eye level more frequently after participating in phase 1 on-site training. The proportion of activity-based interactions with choice increased when activity plans were introduced in phase 2, and engagement replaced challenging behaviour. Staff observations suggested changes were maintained over the short run, but observations indicated decay at 22 months. In conclusion, the data suggested that active support procedures can make challenging behaviour less likely by altering antecedent conditions that reliably evoke such behaviour, but without sustained effort, interventions are susceptible to decay.
Self-injury and other challenging behaviour at intervention and ten years on: a case study
- Authors:
- TOOGOOD Sandy, et al
- Journal article citation:
- Tizard Learning Disability Review, 16(1), January 2011, pp.18-29.
- Publisher:
- Emerald
It is suggested that 12 to 17% of people with learning disabilities display challenging behaviour, which increases the risk of injury, isolation, exclusion, neglect, and placement problems. This case study describes Tom, a 32-year-old man with severe learning disability who engaged in challenging behaviour. Tom's out-of-area placement was about to break down and he needed help urgently. For 16 months specialist challenging behaviour services supported Tom directly in a single-occupancy service. Support was then transferred to mainstream learning disability services. Following intervention, the rate of challenging behaviour shown by Tom fell significantly from more than 200 instances per day to almost none. Community involvement and engagement increased. Now, Tom has moved into shared accommodation with support from mainstream learning disability services at no additional cost. Improvement at intervention was still apparent 10 years later. This case study shows how intervention can deliver lasting improvement in quality of life.
Ten years of providing intensive support services for people with learning disabilities and challenging behaviour: a brief service description and review
- Author:
- TOOGOOD Sandy
- Journal article citation:
- Tizard Learning Disability Review, 5(3), August 2000, pp.14 -22.
- Publisher:
- Emerald
This article describes the development of a specialist peripatetic support service for people with learning disabilities whose behaviour is challenging. It addresses service goals, working methods and development objectives, reviews selected aspects of service process and client outcome, and comments on the impact of changing demand on the service environment.
Meeting the challenge in Clwyd: the Intensive Support Team. Part 2
- Authors:
- TOOGOOD Sandy, et al
- Journal article citation:
- British Journal of Learning Disabilities, 22(2), 1994, pp.46-52.
- Publisher:
- Wiley
Paper 1 reviewed the establishment of the Clwyd Intensive Support team and the interpretation of challenging behaviour, seeking to combine the perspective of the individual with that of the service or local community, which led to its creation. This paper reports on how the Team used its time, presents data from two follow-up studies, provides a summary of the findings of an independent survey of consumer satisfaction and gives a brief report on costs. Concludes by identifying important features of a peripatetic support team.