Search results for ‘Subject term:"challenging behaviour"’ Sort:
Results 1 - 10 of 101
Developing behavioural training services to meet defined standards within an Australian statewide disability service system and the associated client outcomes
- Authors:
- CRATES Nicola, SPICER Matthew
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(3), September 2012, pp.196-208.
- Publisher:
- Taylor and Francis
A previous paper (LaVigna, Christian, and Willis (2005)) reported on a project where Institute for Applied Behaviour Analysis staff trained a professional team in New Zealand to provide behavioural services that met defined criteria. The New Zealand team was then trained to train other practitioners to meet the same professional standards. However, no client outcomes were reported in that study. This study replicates the New Zealand study within disability services in Tasmania, Australia. This study also examined the associated client outcomes and the impact of the training on severity ratings of subsequent referrals. Three Tasmanian trainers trained participants to provide behavioural services that met the same professional standards. Client behavioural outcome data showed significant improvement. Referral data showed decreases in severity ratings. The authors concluded that the trainer of trainers process was effective in training staff to meet defined professional standards, including desired client outcomes.
Social inclusion and people with intellectual disability and challenging behaviour: a systematic review
- Author:
- BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(4), December 2012, pp.360-374.
- Publisher:
- Taylor and Francis
Noting that the high risk of social exclusion for people with intellectual disability is compounded for those with challenging behaviour, this systematic literature review examined how social inclusion of people with intellectual disability and challenging behaviour has been researched and operationalised in the literature. It also aimed to explore the evidence about the extent of social inclusion of this group. 14 papers reporting community inclusion outcomes for people with challenging behaviour were identified through database searches, and thematic analysis was used to synthesise and interpret the findings. The article includes a table summarising the key features of the studies included in the review. It reports that the analysis found that social inclusion had been poorly defined and measured, and that the little research that had occurred in respect of people with challenging behaviour had demonstrated their potential to be socially included. The author discusses the implications of the findings, with particular reference to practice in Australia.
Solution-focused brief therapy with people with mild intellectual disabilities: a case series
- Authors:
- ROEDEN John M., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(4), December 2011, pp.247-255.
- Publisher:
- Wiley
People with intellectual disabilities often present with additional psychological problems. Solution-focused brief therapy (SFBT) is a form of behaviour therapy that focuses on desired behaviour rather than on the existing problem behaviour. This case study explored 10 applications of SFBT with people with a mild intellectual disability (MID) from a service provider of children and adults with ID in the Netherlands. SFBT sessions varied between 2 and 14 hours per week. Measurements taken before, after, and during a 6-week follow up included an assessment of quality of life and assessment of maladaptive behaviour as well as goal attainment according to people with MID and their carers. Findings revealed that SFBT treatments contributed to improvements in psychological functioning and decreases in maladaptive behaviour. The positive changes evident after SFBT proved sustainable during follow-up. Treatment strategies and therapeutic alliances employed were usually assessed as positive by the participants. The authors concluded that the study indicated the effectiveness of SFBT for people with MID.
A systematic review of evidence-based interventions for students with challenging behaviors in school settings
- Author:
- THOMPSON Aaron M.
- Journal article citation:
- Journal of Evidence-Based Social Work, 8(3), May 2011, pp.304-322.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A fifth of school students in the United States experience mild social and emotional difficulties. Up to nine per cent experience symptoms severe enough to disrupt normal daily functioning. In this paper, the author presents findings from a systematic review of 2,294 articles from 10 journals in the fields of education, special education, school social work, school psychology, and school counselling. Forty two articles meeting search criteria of addressing evidence-based interventions for students with challenging behaviours in school settings were found. Across the 42 articles, there were a total of 930 participants. Interventions were considered evidence-based if they were: structured to facilitate replication; evaluated with an experimental design; and demonstrated to be effective. Existing practices available to address students who require evidence-based interventions for challenging behaviours are outlined, and suggestions for the development of new interventions to address the needs of students with challenging behaviour are discussed.
Positive goals for positive behavioural support: interventions to improve the quality of life for people with learning disabilities whose behaviour challenges
- Authors:
- FOX Peter, EMERSON Eric
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 80p., CD ROM
- Place of publication:
- Brighton
This resource is written to help with the selection and evaluation of outcomes of intervention for people with learning disabilities whose behaviour presents challenges for services. The authors cover a range of potential outcomes, enabling selection of those which are most relevant in order to evaluate progress towards achieving those outcomes. They look at both the personal and social consequences of the person's challenging behaviour and the effect of interventions on these quality of life factors, rather than simply focusing on attempting to reduce the challenging behaviour itself. The book is designed to act as an addition to existing assessment and intervention processes and documentation, and can be adapted to suit individual circumstances. Sections include: positive goals and positive behavioural support (PBS); development of positive goals; and how to use positive goals. It is aimed at carers, clinical psychologists, psychiatrists, behaviour therapists, community learning disability nurses, social workers, care managers, members of community learning disability teams and members of challenging behaviour teams. The resource is presented in ring-bound format with a CD-rom containing video clips and photo stories.
Child protection
- Author:
- SINCLAIR Ruth
- Journal article citation:
- Research Matters, 17, April 2004, pp.11-16.
- Publisher:
- Community Care
Reports on the findings of a research study 'Supporting families: child protection in the community' conducted by R Gardner. The study provides a description of family support services offered by the NSPCC, and explores the extent to which specific problems such as parental stress, isolation and child behaviour, were resolved over six months of interventions by the family support teams. The researcher interviewed 88 parents or carers from six projects. Looks at the findings and highlights characteristics of family support services that seem to be important for their success.
An evaluation of positive behavioural support implemented within an intensive community support service for people with learning disabilities who present with behaviours that challenge
- Authors:
- LEWIS Nicola, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 25(3), 2021, pp.348-356.
- Publisher:
- Sage
- Place of publication:
- London
This article evaluates the effectiveness of a multidisciplinary intensive community support service, using positive behavioural support (PBS) as a core intervention model to reduce behaviours of concern and to improve the quality of life and occupational involvement of individuals with a learning disability who present with behaviours that challenge. The service used outcome measures to evaluate the effectiveness of the PBS model. The study looks at pre- and post-outcome measures which showed a significant improvement in behaviour, quality of life and occupational outcomes for individuals with a learning disability presenting with complex behaviours of concern. This study contributes to the growing evidence base for PBS being delivered by specialist community learning disability teams. (Edited publisher abstract)
Outcomes from a community‐based Positive Behavioural Support team for children and adults with developmental disabilities
- Authors:
- BOWRING Darren L., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(2), 2020, pp.193-203.
- Publisher:
- Wiley
Background: Previous evaluations of community PBS teams have not investigated whether behaviour change is both statistically reliable and clinically significant. Few previous studies have reported quality of life (QoL) and social validity outcomes. Method: The present authors collected data on 85 people referred to a specialist PBS team. The present authors used a unique set of multiple measures and statistical change metrics to evaluate outcome. Results: Statistically significant improvements in QoL and health‐related QoL (HRQoL), with medium to large effect sizes, were demonstrated following PBS input. Mean Behaviour Problems Inventory‐Short Form scores reduced from 37.74 (SD = 30.54) at baseline to 12.12 (SD = 12.24) at follow‐up, with a large effect size (d = 0.84). Stakeholders reported valuing the process and outcomes of PBS, findings which support the social validity of PBS for people with developmental disabilities. Conclusion: This study demonstrates successful PBS outcomes in QoL, HRQoL, challenging behaviour and social validity in a community setting. (Edited publisher abstract)
The impact of staff training on staff outcomes in dementia care: a systematic review
- Authors:
- SPECTOR Aimee, REVOLTA Catherine, ORRELL Martin
- Journal article citation:
- International Journal of Geriatric Psychiatry, 31(11), 2016, pp.1172-1187.
- Publisher:
- Wiley
Objective: Caring for people with dementia can be emotionally challenging and is often linked to low job satisfaction and burnout in care staff. Staff training within care settings is potentially valuable in improving well-being and quality of care. This review aimed to (i) establish the impact of training on staff outcomes; (ii) compare the impact of different training approaches; (iii) explore the influence of training intensity; and (iv) explore potential barriers to success. Method: A database search of staff training interventions revealed 207 papers, 188 of which were excluded based on prespecified criteria. Nineteen studies were included and appraised using a quality rating tool. Results: Overall, the studies were found to be of variable quality; however, 16 studies found a significant change following training in at least one staff domain, with knowledge improving most frequently. Approaches focusing on managing challenging behaviours appeared to be the most effective. Conclusion: Training staff can be an effective method of improving well-being, and programmes helping staff to manage challenging behaviour appear to be the most beneficial. There is no clear relationship between training intensity and outcome. Most studies point to the importance of addressing organisational factors as a barrier to change. (Edited publisher abstract)
Commentary on “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”
- Author:
- PADDEN Ciara
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.103-107.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”. Design/methodology/approach: This is a narrative review of staff training in positive behaviour support (PBS) and challenging behaviour, drawing on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015). Findings: Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes. Originality/value: This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour. (Publisher abstract)