Journal of Intellectual Disabilities, 21(1), 2017, pp.40-52.
Publisher:
Sage
Place of publication:
London
The impact on full-time carers of children with intellectual disabilities who exhibit challenging behaviour has been well researched (e.g. Lach et al., 2009; Shah et al., 2010; Wodehouse and McGill, 2009), however, there is to date no published research into the impact of behaviour that challenges on seasonal carers. Five participants who had been employed in summer playschemes for children
(Publisher abstract)
The impact on full-time carers of children with intellectual disabilities who exhibit challenging behaviour has been well researched (e.g. Lach et al., 2009; Shah et al., 2010; Wodehouse and McGill, 2009), however, there is to date no published research into the impact of behaviour that challenges on seasonal carers. Five participants who had been employed in summer playschemes for children and young people (up to the age of 18) were interviewed about their experiences of behaviour that challenges. The transcripts were analysed using interpretative phenomenological analysis, which revealed six superordinate themes: the belief in and sanctuary of temporary work, emotional impact, personality and gender, strength through knowledge, communication difficulties and the belief in integration. Seasonal workers discussed suppressing their emotions in order to stay in control of a challenging situation, using coping styles developed through experience or based on personal skills; it is suggested that formalized training, particularly regarding non-verbal communication, would support playscheme workers in the management of and adaption to challenging behaviour.
(Publisher abstract)
Good Autism Practice, 12(2), October 2011, pp.51-55.
Publisher:
British Institute of Learning Disabilities
...of the autism spectrum. A book has recently been published on understanding PDA in children which provides details of their characteristics and discusses some of the main debates and strategies which are likely to be effective. Children given this label are often very hard for parents and staff to work with, as they strongly resist the demands of others to engage in activities at home or at school. This paper
To date, there is limited literature on Pathological Demand Avoidance syndrome (PDA), originally described as distinct from autism. This paper adds to this literature. Debate continues as to whether this is a different condition from autism, whether it is perhaps the female presentation of autism or whether it shares some of the key features of autism and so should be recognised as a part of the autism spectrum. A book has recently been published on understanding PDA in children which provides details of their characteristics and discusses some of the main debates and strategies which are likely to be effective. Children given this label are often very hard for parents and staff to work with, as they strongly resist the demands of others to engage in activities at home or at school. This paper describes the work done at home with a 7 year old boy thought to have PDA and suggests that these children need a rather different approach to that typically suggested for a child with autism. Possible strategies for interacting with children with the condition are discussed.
Children and Society, 9(3), October 1995, pp.81-98.
Publisher:
Wiley
This article examines a series of accounts of exclusion given by pupils and a teacher in interviews and a group discussion. It is argued that it is important to hear pupils' experiences. It is also recognised that it is never possible to access an experience directly, since the process of research always shapes the way an account is constructed. Specifically, two ways of managing exclusion were identified by pupils. The way in which pupils accounted for their exclusion is compared to the way in which the head teacher discusses the topic of exclusion.
This article examines a series of accounts of exclusion given by pupils and a teacher in interviews and a group discussion. It is argued that it is important to hear pupils' experiences. It is also recognised that it is never possible to access an experience directly, since the process of research always shapes the way an account is constructed. Specifically, two ways of managing exclusion were identified by pupils. The way in which pupils accounted for their exclusion is compared to the way in which the head teacher discusses the topic of exclusion.
Subject terms:
school exclusion, challenging behaviour, children, education;
There has been a dearth of official guidance on caring for children with learning disabilities and severely challenging behaviour. Offers guidance drawn from the work of the Mental Health Foundation.
There has been a dearth of official guidance on caring for children with learning disabilities and severely challenging behaviour. Offers guidance drawn from the work of the Mental Health Foundation.
Child: Care, Health and Development, 48(1), 2022, pp.55-67.
Publisher:
Wiley
Background: The study aims to investigate the social, emotional, and behavioral challenges in children with a specific learning disability (SLD) and to identify the factors that accompany these problems by screening with the Strengths and Difficulties Questionnaire (SDQ). Methods: The descriptive study was conducted on 278 children with SLD. Strengths and difficulties in children were evaluated...
(Edited publisher abstract)
Background: The study aims to investigate the social, emotional, and behavioral challenges in children with a specific learning disability (SLD) and to identify the factors that accompany these problems by screening with the Strengths and Difficulties Questionnaire (SDQ). Methods: The descriptive study was conducted on 278 children with SLD. Strengths and difficulties in children were evaluated by the SDQ applied to their mothers. The percentage of cases above the cut-off limits of the SDQ was calculated. Chi-square test and multiple logistic regression analysis were used for analysis. Results: The mean (SD) total SDQ score was 15.8 (6.5). The percentage of scores of abnormal total difficulties in SLD was 47.8%. Multivariate analysis revealed that cases exposed to antenatal smoking had higher odds ratio of abnormal emotional symptoms and abnormal total difficulties; cases with poor familial income and the presence of a history of antenatal smoking exposure showed considerably higher odds ratio of conduct problems; cases with younger age at the diagnosis of SLD, dyscalculia, extreme duration of preschool screen time (≥4 h), and history of hospitalization had significantly higher odds ratio for hyperactivity–inattention problems; and cases having shorter breastfeeding duration had higher odds ratio of peer problems compared to counterparts. Conclusion: Children with SLD have a high score on the SDQ. Practitioners could especially give guidance and support to families with financial problems and those having a child with an early age at diagnosis, exposure to antenatal smoking, short breastfeeding period, early age of the first screen use, and long screen exposure duration during the preschool period.
(Edited publisher abstract)
Comments on the paper “Early intervention for children with learning disabilities: making use of what we know” by Nick Gore, Richard Hastings and Serena Brady. lt places the arguments made by Gore et al. in a broader scientific and policy context. It finds the arguments to support increased investment in early intervention and prevention presented to be fully consistent with the broader
(Edited publisher abstract)
Comments on the paper “Early intervention for children with learning disabilities: making use of what we know” by Nick Gore, Richard Hastings and Serena Brady. lt places the arguments made by Gore et al. in a broader scientific and policy context. It finds the arguments to support increased investment in early intervention and prevention presented to be fully consistent with the broader scientific literature on prevention and the required future direction of English health policy.
(Edited publisher abstract)
Subject terms:
learning disabilities, children, prevention, challenging behaviour, early intervention;
...to support children and young people with autism and related disorders in developing flexibility skills and to reduce behaviour issues which arise from poor flexibility. The framework uses the principles and philosophy of the author's 5P approach: Profiling, Prioritising, Problem analysis, Problem solving and Planning. The book provides a number of tools for flexibility assessment and intervention planning
Limited flexibility is often the cause of behavioural difficulties and presents a considerable barrier to learning, social development and independence for students with autism and related disorders. It can present as a lack of adaptability, rigid behaviour, narrow interests, obsessions and poor problem solving skills. The purpose of this book is to provide a comprehensive framework through which to support children and young people with autism and related disorders in developing flexibility skills and to reduce behaviour issues which arise from poor flexibility. The framework uses the principles and philosophy of the author's 5P approach: Profiling, Prioritising, Problem analysis, Problem solving and Planning. The book provides a number of tools for flexibility assessment and intervention planning at individual and organisational levels. It is accompanied by a CD-ROM of resources that will further support practice. The book will be of interest to teachers and other professionals who support children and young people with autism and related disorders.
British Journal of Learning Disabilities, 39(4), December 2011, pp.321-326.
Publisher:
Wiley
In recent years there has been a trend toward using nappies for disabled children to manage incontinence rather than teaching children to use the toilet. However, learning to use the toilet is an important developmental step for a child’s independence, health and dignity. It can be particularly difficult to teach continence skills to disabled children with aggressive or challenging behaviour
In recent years there has been a trend toward using nappies for disabled children to manage incontinence rather than teaching children to use the toilet. However, learning to use the toilet is an important developmental step for a child’s independence, health and dignity. It can be particularly difficult to teach continence skills to disabled children with aggressive or challenging behaviour. This study showed how a basic toilet training procedure could be modified to teach a 13-year-old child with learning disabilities with aggressive behaviour to use the toilet in school. Continence was achieved within 2 weeks and maintained at 6-week follow-up. Long-term data showed continence was maintained at 6, 12 and 24 month follow-up. The programme was subsequently successfully transferred into the home. The authors concluded that the findings should be disseminated and ensured that they are systematically used in similar situations.
This book is aimed at children who have difficulty complying with social or family rules and the expectations of daily living. It is also for their parents and the professionals that work with them and clearly explains the importance to a child with Asperger’s Syndrome of having a logical reason to comply. The author empathises with the children’s wish to do things their way but explains why
This book is aimed at children who have difficulty complying with social or family rules and the expectations of daily living. It is also for their parents and the professionals that work with them and clearly explains the importance to a child with Asperger’s Syndrome of having a logical reason to comply. The author empathises with the children’s wish to do things their way but explains why their way does not work and provides a list of practical suggestions for how to cope with these challenges and avoid feelings of frustration.