Search results for ‘Subject term:"challenging behaviour"’ Sort:
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A preliminary study into the relationship between emotional perception ability and challenging behaviour in adults with an intellectual disability
- Author:
- DAVIES Bronwen
- Journal article citation:
- Journal of Intellectual Disabilities, 18(4), 2014, pp.382-392.
- Publisher:
- Sage
- Place of publication:
- London
To explore the relationships between challenging behaviour and emotional perception in a population of adults with intellectual disabilities, cross-sectional data were collected from 96 people with intellectual disabilities and 95 carers. The service user participants completed the Emotional Perception Questionnaire, whilst carers completed the Checklist for Challenging Behaviour. Correlational analyses were employed to analyse relationships between the variables. A post hoc between-group analysis was conducted to compare the emotional recognition abilities of people with high-frequency challenging behaviour with those with low-frequency challenging behaviour. Significant negative associations were found between emotional perception and challenging behaviour frequency and management difficulty. Significant differences in emotional perception abilities were found between people with high frequency and those with low-frequency challenging behaviours. The study suggests that emotional perception is important in understanding challenging behaviour. (Edited publisher abstract)
Staff variables associated with the challenging behaviour of clients with severe or profound intellectual disabilities
- Authors:
- LAMBRECHTS G., KUPPENS S., MAES B.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(7), July 2009, pp.620-632.
- Publisher:
- Wiley
Previous research has identified that staff-client interactions play an important role in the origin and maintenance of challenging behaviour. Particularly, the reciprocity between staff behaviour and client behaviour has been considered a key issue. Furthermore, severe challenging behaviour has been found to elicit negative emotional reactions from staff which in turn may influence staff's behaviour. Another variable that has been associated with staff behaviour are staff's attributions regarding clients' challenging behaviour. The present study tested several hypotheses about associations between staff variables and challenging behaviour. Questionnaires were used to investigate associations between the attributions, emotional reactions and behavioural reactions of 51 staff members towards challenging behaviour of clients with severe or profound intellectual disabilities who displayed self-injurious behaviour, stereotyped behaviour and/or aggressive/destructive behaviour. Staff members reported that reactions to challenging behaviour differed according to the type of challenging behaviour. Negative emotional reactions were positively associated with challenging behaviour. Associations between emotional reactions, staff beliefs and staff reactions were inconsistent. The findings suggest that there is a need to look for a better conceptualisation and assessment of the variables under investigation.
Challenging behaviour and learning disabilities: the relationship between expressed emotion and staff attributions
- Authors:
- WEIGEL Luise, et al
- Journal article citation:
- British Journal of Clinical Psychology, 45(2), June 2006, pp.205-216.
- Publisher:
- Wiley
Expressed emotion (EE) and attributions towards challenging behaviour (CB) were explored amongst a group of staff working within a residential and day service placement for people with learning disabilities. Using a cross-sectional related-samples design, EE and attributions were measured amongst all staff working with one client with CB, and one client without CB. Fifteen staff members completed the attributional questionnaire and the 5-minute speech sample (FMSS) to allow for EE ratings concerning staff relationships with two clients. One client exhibited CB, while the other did not, giving 2 samples. Attributional and EE ratings for each group were compared. This study did not employ vignette methodology. Staff working with a client with learning disabilities and CB attributed the CB as internal to the client and controllable by the client. Staff reported high levels of EE and made more critical comments towards the client with CB as compared with the client without CB. Furthermore, staff who reported high EE attributed CB as internal to the client and controllable by the client. Staff working with a client with challenging behaviour appeared to be making the `fundamental attribution error'. The relationship between expressed emotion and attribution theory is discussed along with the methodological benefits of not relying on vignette methodology in research that examines challenging behaviour.
The relationship between emotional recognition ability and challenging behaviour in adults with an intellectual disability
- Authors:
- DAVIES Bronwen, FRUDE Neil, jENKINS Rosemary
- Journal article citation:
- Journal of Intellectual Disabilities, 19(4), 2015, pp.393-406.
- Publisher:
- Sage
- Place of publication:
- London
This review questions whether a relationship exists between emotional recognition ability and challenging behaviour in people with an intellectual disability. A search was completed of a number of databases to identify relevant articles, and these were then evaluated against defined criteria. Eight articles were reviewed and their aims, study methodology, samples, measurement tools and findings are discussed and evaluated. Overall, studies found no significant deficit in the emotional recognition abilities of those with challenging behaviour when they were asked to identify the emotions of others. Two areas for further investigation were identified. Firstly, to ascertain whether a bias for identifying anger or sadness is found in those with challenging behaviour, and secondly, to understand the role of context in recognition of emotions and the degree to which this is different in those who present with challenging behaviour. A critique relating to the research is provided and suggested clinical and research implications are put forward. (Publisher abstract)
An evaluation of an emotion regulation programme for people with an intellectual disability
- Authors:
- McWILLIAMS Jenna, et al
- Journal article citation:
- Therapeutic Communities: the International Journal of Therapeutic Communities, 35(3), 2014, pp.105-118.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine the effectiveness of the Transformers programme on individual's use of appropriate emotion regulation strategies. Design/methodology/approach: Five people with an intellectual disability participated in the Transformers programme and took part in the current study. The intervention was evaluated using the Profile of Anger Coping Skills (PACS) and incident reports. The PACS was completed by participants and their caregivers. Findings: The majority of participants demonstrated increases in self- and caregiver-reported use of appropriate emotion regulation strategies following their involvement in the Transformers programme. However, treatment gains were not always maintained at follow-up. Three of the participants also exhibited fewer incidents of challenging behaviour after taking part in the programme. Originality/value: Overall, the results provide preliminary support for the continued use of the Transformers programme with people with an intellectual disability who have emotion regulation difficulties. It is recommended that further research be carried out with a larger sample size, a control group, and a longer follow-up period. (Publisher abstract)
Caregiver forgiveness is associated with less burden and potentially harmful Behaviors
- Authors:
- CHENG Sheung-Tak, IP Isaac Nam, KWOK Timothy
- Journal article citation:
- Aging and Mental Health, 17(8), 2013, pp.930-934.
- Publisher:
- Taylor and Francis
This study investigated whether caregiver forgiveness of care recipient's upsetting behaviours is associated with less burden and potentially harmful behaviours by the caregiver. Seventy-six family caregivers of people with dementia were recruited by means of convenience sampling through two local dementia service centers in Hong Kong. Caregivers were asked to complete an anonymous questionnaire that assessed care recipient's behavior problems and caregiver burden, potentially harmful behaviours and forgiveness. Results showed that forgiveness partially mediated the associations between care recipient's disruptive behaviors and caregiver burden, and between care recipient's depression and caregiver burden. At the same time, burden partially mediated the relationship between forgiveness and potentially harmful behaviours. The associations between certain behavioral problems and burden were mediated by caregiver forgiveness. Forgiveness also predicted harmful behaviors, both directly and indirectly through burden. Future research should investigate the basis of forgiveness in dementia caregivers and whether forgiveness may constitute another dimension in caregiver interventions. (Edited publisher abstract)
What is the effect on children with autism who witness incidents of challenging behaviour at school?
- Author:
- CHOUDRY Benazir
- Journal article citation:
- Good Autism Practice, 13(1), May 2012, pp.31-39.
- Publisher:
- British Institute of Learning Disabilities
The aim of this study was to explore the effects on children with autism who witness episodes of challenging behaviour at school. The study took place in an independent special school for children with autism from the ages of 4-16 years. All of the pupils have autism together with learning and behavioural difficulties. The majority of pupils in this setting regularly witness incidents of challenging behaviour from their peers. The study participants were 34 members of staff and 8 children. Data were gathered from questionnaires, interviews and structured observations. The staff reported that there were often changes in behaviour or appearance in children who had witnessed an incident of challenging behaviour. These changes ranged from pupils displaying anxious behaviours, challenging behaviours, and appearing withdrawn. The majority of staff said that the offered debriefing (usually involving talking) to these children. Difficulties that children with autism face in communication were the most common reasons for staff not offering to debrief them. Pupils themselves reported a negative effect after witnessing challenging behaviour and suggested doing activities they liked to help them feel better.
Mothers of children who have an intellectual disability: their attributions, emotions and behavioural responses to their child’s challenging behaviour
- Authors:
- ARMSTRONG Heather, DAGNAN Dave
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(5), September 2011, pp.459-467.
- Publisher:
- Wiley
Weiner’s attribution model of motivation suggests that attributions about the causes of particular situations will influence an individual’s emotional and behavioural response to the situation. This paper examines the application of Weiner’s model to the responses of mothers to the challenging behaviour of their children who have an intellectual disability. It also examines whether, as suggested by Weiner’s model, anger mediates the effect of attribution of responsibility on likelihood of punishment as an intervention. The participants, 56 mothers of children with an intellectual disability, rated their attributions, assignment of responsibility and emotional and behavioural responses to 3 vignettes describing challenging behaviours. The findings showed that mothers rated their children as significantly more in control of, responsible for, and felt significantly more angry about aggressive behaviour than stereotypic behaviour. They were significantly more likely to punish aggressive behaviour than self-injurious or stereotypic behaviour. Regression analysis suggested that mothers who assign more responsibility to their child were more likely to consider punishing their child and that this relationship is mediated by anger. Implications for clinical work with parents of children who have an intellectual disability are discussed.
No need to count to ten: advocating for the early implementation of the Functional Behavioural Assessment in addressing challenging behaviour
- Author:
- MORENO Gerardo
- Journal article citation:
- Emotional and Behavioural Difficulties, 15(1), March 2010, pp.15-22.
- Publisher:
- Taylor and Francis
The Functional Behavioural Assessment (FBA) is a systematic data collection process that is conducted by school personnel to identify the reason for challenging behaviour when working with students with disabilities and the circumstances and/or environment that reinforce the continued use of the problematic behaviour. Once the FBA process has been completed, using the derived information school personnel have definitive data to assist in the development and implementation of a Behavioural Intervention Plan (BIP). However, since the stipulation of the use of the FBA in the US’ Individuals with Disabilities Education Act (IDEA) in 1997 there have been many interpretations of the parameters in which to conduct a FBA, thus leading to different implementations and the utilisation of this advantageous process as a last resort. In this review the author discusses the benefits of the FBA process, its impact on the delivery of behavioural interventions for students with disabilities and the significance of early implementation.
Caregiver cognitive status and potentially harmful caregiver behavior
- Authors:
- MILLER L. S., et al
- Journal article citation:
- Aging and Mental Health, 10(2), March 2006, pp.125-133.
- Publisher:
- Taylor and Francis
The association between caregiver cognitive status and potentially harmful caregiver behaviour was assessed in a sample of 180 caregiver-care recipient dyads. Compromised cognitive status was identified in 39% of these informal caregivers. Beyond variance explained by demographic factors, amount of care provided, care recipient cognitive status, and caregiver depressed affect, care recipients reported more frequently being subjected to potentially harmful caregiver behaviour when their caregivers evidenced compromised cognitive status. While preliminary, critical areas of caregiver cognition appeared to be deficits in language comprehension and memory. Results indicate that compromised cognitive status is common among informal caregivers of impaired elders and that this may adversely influence the quality of care they provide.