Journal of Intellectual and Developmental Disability, 46(4), 2021, pp.370-374.
Publisher:
Taylor and Francis
Background: The Nisonger Child Behavior Rating Form (NCBRF) allows for the assessment of frequency and severity of challenging behaviours of individuals with ID with one combined rating. However, frequency and severity rating of challenging behaviours may be in disagreement. Therefore, the efficacy of frequency and severity independent ratings for each NCBRF item was investigated. Method: Professional caregivers of 105 individuals with ID completed the NCBRF with separate frequency and severity ratings and the Vineland-II. Results: Magnitudes of correlation coefficients between frequency and severity rating of each NCBRF item were mostly trivial, small, or medium. However, the differences between the magnitude of the corresponding correlation coefficients of frequency and severity rating of each NCBRF item when related to the Vineland-II adaptive behaviour dimensions were rarely statistically significantly. Conclusions: Despite the need for further comparisons with other challenging behaviour scales, the separate use of frequency and severity ratings seems to be useful.
(Edited publisher abstract)
Background: The Nisonger Child Behavior Rating Form (NCBRF) allows for the assessment of frequency and severity of challenging behaviours of individuals with ID with one combined rating. However, frequency and severity rating of challenging behaviours may be in disagreement. Therefore, the efficacy of frequency and severity independent ratings for each NCBRF item was investigated. Method: Professional caregivers of 105 individuals with ID completed the NCBRF with separate frequency and severity ratings and the Vineland-II. Results: Magnitudes of correlation coefficients between frequency and severity rating of each NCBRF item were mostly trivial, small, or medium. However, the differences between the magnitude of the corresponding correlation coefficients of frequency and severity rating of each NCBRF item when related to the Vineland-II adaptive behaviour dimensions were rarely statistically significantly. Conclusions: Despite the need for further comparisons with other challenging behaviour scales, the separate use of frequency and severity ratings seems to be useful.
(Edited publisher abstract)
Journal of Applied Research in Intellectual Disabilities, 28(2), 2015, pp.81-98.
Publisher:
Wiley
Background: Behaviour that challenges has negative impacts on physical and emotional well-being and quality of life. Challenging behaviour scales are used to identify needs and evaluate interventions and must be valid measures. Criterion-related validity is important, and the best quality assessment uses direct measures of behaviour as criteria. Previous reviews of scales affirm their validity but present little supporting evidence. The current review examines the evidence presented in studies of validity.
Methods: Searches of MEDLINE and PsycINFO to identify scales that focus on challenging behaviour and find publications that assess their criterion-related validity.
Results: Searches identified twelve scales and 21 publications that assess validity. One assessment used direct measures of behaviour, and the remainder used indirect measures that themselves have limited evidence of validity, including membership of diagnostic or service groups and other scales.
Conclusions: Little firm evidence of validity was found, but what was found is encouraging.
(Publisher abstract)
Background: Behaviour that challenges has negative impacts on physical and emotional well-being and quality of life. Challenging behaviour scales are used to identify needs and evaluate interventions and must be valid measures. Criterion-related validity is important, and the best quality assessment uses direct measures of behaviour as criteria. Previous reviews of scales affirm their validity but present little supporting evidence. The current review examines the evidence presented in studies of validity.
Methods: Searches of MEDLINE and PsycINFO to identify scales that focus on challenging behaviour and find publications that assess their criterion-related validity.
Results: Searches identified twelve scales and 21 publications that assess validity. One assessment used direct measures of behaviour, and the remainder used indirect measures that themselves have limited evidence of validity, including membership of diagnostic or service groups and other scales.
Conclusions: Little firm evidence of validity was found, but what was found is encouraging.
(Publisher abstract)
Journal of Intellectual and Developmental Disability, 37(3), September 2012, pp.185-195.
Publisher:
Taylor and Francis
Positive behaviour support (PBS) is behaviour analysis applied in support of people with challenging behaviour. However, questions have been raised as to PBS effectiveness, costs, and accessibility. This review examined the efficacy of 12 outcome studies encompassing 423 cases. Findings indicated that PBS was effective with both severe and high-rate behaviour problems, was cost-effective, used a methodology that was easily trained and widely disseminated, and worked in institutional settings in which the most difficult problems are thought to be, as well as in the community. The major implication of this review is that practitioners may be obligated to use PBS when faced with the need to develop a plan of support given the ethical principle of using the least restrictive method consistent with the right to effective treatment. Implications for practice are discussed.
Positive behaviour support (PBS) is behaviour analysis applied in support of people with challenging behaviour. However, questions have been raised as to PBS effectiveness, costs, and accessibility. This review examined the efficacy of 12 outcome studies encompassing 423 cases. Findings indicated that PBS was effective with both severe and high-rate behaviour problems, was cost-effective, used a methodology that was easily trained and widely disseminated, and worked in institutional settings in which the most difficult problems are thought to be, as well as in the community. The major implication of this review is that practitioners may be obligated to use PBS when faced with the need to develop a plan of support given the ethical principle of using the least restrictive method consistent with the right to effective treatment. Implications for practice are discussed.
People with developmental disabilities sometimes behave in ways that others, or they themselves, regard as problematic. This original book is about what practitioners can do to make sense of behaviours, in order to support clients more effectively. The author offers practical strategies for gathering and analysing information about behaviours, in partnership with the individual concerned, in order to gain a useful understanding of why a particular behaviour occurs. The inclusion of case histories, with corresponding behaviour plans, clearly demonstrates the real-life application of assessment methods.
People with developmental disabilities sometimes behave in ways that others, or they themselves, regard as problematic. This original book is about what practitioners can do to make sense of behaviours, in order to support clients more effectively. The author offers practical strategies for gathering and analysing information about behaviours, in partnership with the individual concerned, in order to gain a useful understanding of why a particular behaviour occurs. The inclusion of case histories, with corresponding behaviour plans, clearly demonstrates the real-life application of assessment methods.
Ensuring that people with learning disability get appropriate help for their mental health problems is not just a job for psychiatrists. All staff have an essential role in ensuring that people who have psychiatric problems are identified and referred for comprehensive assessment. This article introduces some of the major issues in recognising and assessing mental health problems in this population, and introduces some new developments designed to improve the targeting of psychiatric referrals.
Ensuring that people with learning disability get appropriate help for their mental health problems is not just a job for psychiatrists. All staff have an essential role in ensuring that people who have psychiatric problems are identified and referred for comprehensive assessment. This article introduces some of the major issues in recognising and assessing mental health problems in this population, and introduces some new developments designed to improve the targeting of psychiatric referrals.
Subject terms:
learning disabilities, mental health problems, assessment, challenging behaviour;
WOLKORTE Ria, HOUWELINGEN Ingrid van, KROEZEN Marieke
Journal article citation:
Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1421-1427.
Publisher:
Wiley
Background: Challenging behaviour is a common problem among people with ID and in services for people with ID. This paper aims to provide an overview of the views and preferences of people with ID on challenging behaviour. Method: Semi‐structured interviews were conducted with thirteen adults with mild to moderate ID and seven proxies (family or close associates of adults with ID who were unable to communicate and/or with severe or profound ID) in the Netherlands. The interviews were audio‐recorded, transcribed and analysed thematically. Results: People with ID and (a history of) challenging behaviour have clear views and preferences on factors related to challenging behaviour, assessments, non‐pharmacological and pharmacological interventions and health professionals’ approach. Conclusions: The identified views and preferences of people with ID are not always in accordance with current procedures and treatments for challenging behaviour and should be included in future care processes and research.
(Publisher abstract)
Background: Challenging behaviour is a common problem among people with ID and in services for people with ID. This paper aims to provide an overview of the views and preferences of people with ID on challenging behaviour. Method: Semi‐structured interviews were conducted with thirteen adults with mild to moderate ID and seven proxies (family or close associates of adults with ID who were unable to communicate and/or with severe or profound ID) in the Netherlands. The interviews were audio‐recorded, transcribed and analysed thematically. Results: People with ID and (a history of) challenging behaviour have clear views and preferences on factors related to challenging behaviour, assessments, non‐pharmacological and pharmacological interventions and health professionals’ approach. Conclusions: The identified views and preferences of people with ID are not always in accordance with current procedures and treatments for challenging behaviour and should be included in future care processes and research.
(Publisher abstract)
Subject terms:
challenging behaviour, learning disabilities, user views, assessment, medication;
Tizard Learning Disability Review, 13(2), August 2008, pp.10-14.
Publisher:
Emerald
The aim of this paper is to analyse the factors which explain teachers' resistance to the implementation of functional behaviour assessment (FBA). The implications for provision of adequate administration support that will reduce or prevent resistance are identified and briefly discussed.
The aim of this paper is to analyse the factors which explain teachers' resistance to the implementation of functional behaviour assessment (FBA). The implications for provision of adequate administration support that will reduce or prevent resistance are identified and briefly discussed.
Journal of Applied Research in Intellectual Disabilities, 20(5), September 2007, pp.391-400.
Publisher:
Wiley
Background Achenbach & Rescorla (2003) recently developed the Adult Behavior Checklist (ABCL) to assess psychopathology in the general population. The ABCL should be completed by a proxy informant. The use of proxy informants, instead of self-reporting, makes the ABCL potentially suitable for the assessment of psychopathology in adults with intellectual disability. The aim of the present study was to examine reliability and validity of the ABCL in 124 adults with mild intellectual disability or low IQ, and severe challenging behaviour referred for residential treatment in the Netherlands. The ABCL was completed by two independent informants to assess inter-rater reliability. To examine the validity of the ABCL, its relationship with three measures of functioning was assessed. Furthermore, association between scales of the ABCL and DSM-IV axis I disorders was examined. The ABCL was reliable in terms of internal consistency of its scales, and inter-rater reliability. Relationships between clusters of axis I DSM-IV disorders and scales of the ABCL were found as expected. Moreover, ABCL scales predicted different measures of functioning. The ABCL appears to be a reliable and valid measure to assess psychopathology in persons with mild intellectual disabilities or low IQ, admitted for treatment in facilities for adults with mild intellectual disability and severe challenging behaviour.
Background Achenbach & Rescorla (2003) recently developed the Adult Behavior Checklist (ABCL) to assess psychopathology in the general population. The ABCL should be completed by a proxy informant. The use of proxy informants, instead of self-reporting, makes the ABCL potentially suitable for the assessment of psychopathology in adults with intellectual disability. The aim of the present study was to examine reliability and validity of the ABCL in 124 adults with mild intellectual disability or low IQ, and severe challenging behaviour referred for residential treatment in the Netherlands. The ABCL was completed by two independent informants to assess inter-rater reliability. To examine the validity of the ABCL, its relationship with three measures of functioning was assessed. Furthermore, association between scales of the ABCL and DSM-IV axis I disorders was examined. The ABCL was reliable in terms of internal consistency of its scales, and inter-rater reliability. Relationships between clusters of axis I DSM-IV disorders and scales of the ABCL were found as expected. Moreover, ABCL scales predicted different measures of functioning. The ABCL appears to be a reliable and valid measure to assess psychopathology in persons with mild intellectual disabilities or low IQ, admitted for treatment in facilities for adults with mild intellectual disability and severe challenging behaviour.
Subject terms:
instruments, learning disabilities, mental health problems, assessment, challenging behaviour;
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
Extended abstract:
Author
POWELL Sharon.
Title
Risk in challenging behaviour: a good practice guide for professionals.
Publisher
British Institute of Learning Disabilities, 2005
Summary
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
Context
Risk is an evolving concept; it is changing and rarely stays the same from one day to the next. Individuals are prepared to take calculated risks in their daily lives for a variety of reasons. Professionals are expected to identify and manage risk objectively. Reactive strategies for risk management when behaviour challenges should form part of an overall framework. This should include approaches that support positive behaviour. Physical interventions should be used only as a last resort.
Contents
A foreword explains recent developments and an introduction outlines the problem and the intentions of the guide. The first section, on philosophical and organisational issues, discusses organisational foundations, the nature of risk, taking risks, procedures for working with risk, why risk should be assessed, and the elements of risk. The second, on assessing risk, covers risk scoring, identifying hazards and risks, the risk assessment process, describing the challenging behaviour, articulating risk, managed and unmanaged risk, the assessment process, what might go wrong, and physical interventions in the context of risk assessment. Two sets of checklists are given, on procedures for working with risk, consisting of three lists, for developing risk policies, service user vulnerability, and breaking confidentiality; and on risk assessment process, with four lists, for information gathering, planning and consultation, implementation and monitoring, and evaluation and review. Three pro formas are also given, for behaviour description, articulating risk and assessment of service user vulnerability.