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Comparing residential programmes for adults with autism spectrum disorders and intellectual disability: outcomes of challenging behaviour and quality of life
- Authors:
- GERBER F., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 55(9), September 2011, pp.918-932.
- Publisher:
- Wiley
Behavioural challenges have limited research using quality of life (QoL) as a treatment outcome in autism spectrum disorders (ASD) and intellectual disabilities (ID). This study combine QoL measures and objective observations of challenging behaviours (CB) to evaluate changes in adults with ASD and ID treated in different residential programmes in Switzerland. The authors hypothesised that a decrease in CB would be related to an improved QoL. This 45-month study followed 31 adults with ASD and ID who had been integrated into two residential programmes Autism Programme with a Structured Method (PAMS) vs. traditional programme for ID (No-PAMS)] for 2–19 years. QoL [Quality of Life Inventory in a Residential Environment (IQVMR)] and severity of autistic features (Childhood Autism Rating Scales) were evaluated annually. CB, as measured by the Aberrant Behaviour Checklist (ABC), including stereotypic behaviour and inappropriate speech, were repeatedly assessed every 3 months. In the PAMS programme, stereotypic behaviour and inappropriate speech (ABC scores) significantly decreased, and the IQVMR total score increased; in contrast, in the No-PAMS group, ABC scores did not change and the IQVMR total score decreased. Further analysis partially confirmed that the PAMS programme had an effect on CB and that QoL improvement did not directly depend on the type of programme but on reducing CB as measured by the ABC.
Self-efficacy and stress of staff managing challenging behaviours of people with learning disabilities
- Author:
- CUDRÉ-MAUROUX Annick
- Journal article citation:
- British Journal of Learning Disabilities, 39(3), September 2011, pp.181-189.
- Publisher:
- Wiley
Professional caregivers have been shown to experience high levels of stress when they have to face challenging behaviours in children with learning disabilities. The role of self-efficacy has been found to affect the stress levels of professional caregivers in such situations. This short study explored the relationship between self-efficacy and stressful situations through a qualitative research design. Semi-structured interviews were help with a small number of professional caregivers. Theoretical indicators of self-efficacy regarding particular stress stages were identified in a categorical analysis. A case study method was used to promote ecological data and enhance understanding of various influencing factors. Findings suggest the importance of adequate measures of self-efficacy regarding its usage in varying contexts. Different forms of self-efficacy related to the coping process for professional caregivers are suggested. Implications for practice are discussed.