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A preliminary exploration of the Challenging Behaviour Perception Questionnaire: a measure of parental cognitions about challenging behaviour
- Authors:
- ROSE John, NELSON Lisa
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(2), 2018, pp.223-231.
- Publisher:
- Taylor and Francis
Background: Although there has been interest in the influence of cognitions on the relationship between challenging behaviour and maternal wellbeing, there is an absence of measures to specifically examine parents’ perceptions of challenging behaviour. The psychometric properties of the Challenging Behaviour Perception Questionnaire (CBPQ; Williams, R. J., & Rose, J. L. [2007]. The development of a questionnaire to assess the perceptions of care staff towards people with intellectual disabilities who display challenging behaviour. Journal of Intellectual Disabilities, 11, 197–211) were investigated to assess its applicability to mothers. Method: Forty-six mothers of children and young adults with intellectual disability completed questionnaires regarding their child’s challenging behaviour, maternal cognitions, and stress. A subsample of participants completed the CBPQ 2 weeks later. Results: Examination of the psychometric properties of the CBPQ resulted in a 24-item measure with 6 subscales. Coefficients at subscale level ranged from .70 to .85 for internal reliability and .39 to .93 for test–retest reliability. Evidence of concurrent validity was also found. Conclusions: The CBPQ is a promising measure of perceptions of challenging behaviour and could be usefully employed in subsequent studies. (Publisher abstract)
Therapy expectations: preliminary exploration and measurement in adults with intellectual disabilities
- Authors:
- KILBANE Amy L., JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(6), November 2011, pp.528-542.
- Publisher:
- Wiley
This study began with the hypothesis that certain characteristics of people with intellectual disabilities and their pathway to psychological interventions may make their expectations of therapy and motivation to attend sessions particularly significant influences on the therapy process and outcomes. This preliminary exploration measured therapy (CBT) expectancy in adults with intellectual disabilities through the development and psychometric evaluation of the therapy expectation measure (TEAM). Six adults with intellectual disabilities took part in semi-structured interviews about therapy expectancy and motivation to identify TEAM items. A further 22 participants living in the Glasgow area piloted the measure. This study confirmed that the TEAM has acceptable test–retest reliability and internal consistency. There was a strong positive relationship with a measure of general self-efficacy. Client expectations of therapy were largely positive and congruent with therapy as a goal-oriented process in which they would be an active participant. However, a number of individuals were unclear about the reason for referral and felt a low level of involvement. Client and carer perceptions of referral were significantly different. The authors conclude that the TEAM instrument may help clinicians to identify potential barriers to engagement in therapy and find ways of enhancing the therapeutic experience of adults with an intellectual disability. Further evaluation of the TEAM with larger samples is required.
A measure of perceived stigma in people with intellectual disability
- Authors:
- ALI Afia, et al
- Journal article citation:
- British Journal of Psychiatry, 193(11), November 2008, pp.410-415.
- Publisher:
- Cambridge University Press
The aim was to develop a valid and reliable self-rated instrument to measure perceived stigma that can be completed by people with mild to moderate intellectual disability. A literature search was used to generate a list of statements. Professionals, individuals with intellectual disability and carers were consulted about the suitability of statements. An instrument was developed containing statements about stigma with accompanying photographs. Test–retest reliability, internal consistency and the factor structure of the instrument were evaluated. The instrument was completed by 109 people once and 88 people twice. Items with limited variability in responses and kappa coefficients lower than 0.4 were dropped. Exploratory factor analysis revealed two factors: `perceived discrimination' (seven items) and `reaction to discrimination' (four items). One item loaded onto both factors. Cronbach's alpha for the ten-item instrument was 0.84. This instrument will further our understanding of the impact of stigma in people with intellectual disability in clinical and research settings.
The Sentence Completion and Three Wishes tasks: windows into the inner lives of people with intellectual disabilities
- Authors:
- DYKENS E., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 51(8), August 2007, pp.588-597.
- Publisher:
- Wiley
Measuring the self-perceptions, thoughts, hopes and inner lives of persons with intellectual disabilities (ID) has long been a research challenge. Unlike objective or projective tests, semi-projective tasks may provide persons with ID with just enough structure or cues to convey their self-perceptions in a spontaneous and unbiased manner. Sentence Completion and Three Wishes tasks were individually administered to 128 persons with ID aged 5–50 years (mean = 18.75 years). Participants had Prader–Willi, Williams or Down syndromes. Content analyses resulted in 19 codes that were used to reliably score both tasks by independent raters who achieved excellent levels of inter-rater agreement. Participants also received IQ testing, and their parents or care providers completed the Child Behavior Checklist (CBCL). Frequent themes across both tasks included activities, positive affect, desired objects, and relationships with family and pets. No gender or IQ effects were found, and just a few codes showed modest age effects. Several responses, including dating, friends, food, and positive or negative self-appraisals, were significantly related to either syndrome status or CBCL maladaptive behaviour. Although not widely used, the Sentence Completion and Three Wishes tasks are useful semi-projective techniques for garnering otherwise hard-to-access self-perceptions and associations of people with ID. Implications are discussed for practice and research.
The development of a questionnaire to assess the perceptions of care staff towards people with intellectual disabilities who display challenging behaviour
- Authors:
- WILLIAMS Ruth J., ROSE John L.
- Journal article citation:
- Journal of Intellectual Disabilities, 11(2), June 2007, pp.197-211.
- Publisher:
- Sage
- Place of publication:
- London
The perceptions of staff about challenging behaviour may be a key factor in designing successful behavioural interventions. There is a lack of robust psychometric instruments designed to assess staff attributions towards incidents of challenging behaviour. The aim of this research was to develop a scale based upon the self-regulation theory of illness behaviour. Two staff focus groups identified and clarified relevant constructs to be included in the Challenging Behaviour Perception Questionnaire (CBPQ), which was then completed by 51 staff. Some correlations between the CBPQ and the Attributional Style Questionnaire were found. A significant amount of the variance in the perception of challenging behaviour was explained by the subscales of the new questionnaire. In particular, episodic timeline would seem to be a promising area for further investigation.
Positive contributions made by children with an intellectual disability in the family: mothers’ and fathers’ perceptions
- Authors:
- HASTINGS Richard P., BECK Alexander, HILL Christopher
- Journal article citation:
- Journal of Intellectual Disabilities, 9(2), June 2005, pp.155-165.
- Publisher:
- Sage
- Place of publication:
- London
The aims of this article were to test the psychometric properties of the Positive Contributions Scale (PCS), and to compare perceptions of positive contributions reported by mothers and fathers. Participants were 140 mothers and 60 fathers of children with intellectual disabilities. Results supported the reliability and construct validity of the PCS. Internal consistency was good for all subscales bar one, and the PCS total score was associated with scores on the Positive Affect Scale. There were differences on PCS scales for mothers and fathers, with mothers generally reporting more positive contributions than fathers. The PCS is a reasonably robust measure and its use in future research should help to address questions about the nature and function of parental positive perceptions. The PCS might also be used in applied settings to help balance the effects of asking families about their difficulties and support needs.
A Q‐methodology study among caregivers of people with moderate intellectual disabilities on their clients’ health care: an example in oral health
- Authors:
- EIJSINK A. M., SCHIPPER G., VERMAIRE J. H.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.915-926.
- Publisher:
- Wiley
Background: People with intellectual disabilities have less favourable outcomes in - among others - oral health variables, compared to their peers without intellectual disabilities. Before being able to develop target interventions for caregivers, all their prevailing viewpoints regarding oral hygiene need to be identified. Methods: This Q‐methodology study - conducted among 40 caregivers of care‐dependent institutionalised living persons with moderate intellectual disability - used by‐person factor analysis to reveal clusters of caregivers based on the way their statements were sorted. Results: A 4‐factor solution was chosen based on both the Q‐sorting and the interviews. The four factors identified were responsible and perseverant, motivated but aware of obstacles, social minded and knowledgeable and concerned and insecure. Conclusion: Q‐methodology can be used to determine the different attitudes that caregivers have regarding oral health care. Developing a tool to determine into which factor caregivers should be categorised may be the next step in tailoring oral health instruction. (Edited publisher abstract)
Challenging the myths and redressing the missteps in family research
- Author:
- CUSKELLY Monica
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 6(2), June 2009, pp.86-88.
- Publisher:
- Wiley
Families of children with disabilities have been the subject of a number of myths, some of which have been introduced and promulgated by researchers influenced by cultural norms that may incline them to ask questions in particular ways and which may result in the institutionalisation of ideas and methods, rather than subjecting established beliefs and perspectives to scrutiny. Only relatively recently, for example, has the conviction that only negative consequences will be experienced by families with a child with a disability been challenged. Research questions and instruments or approaches must allow for positive experiences and outcomes. In addition, often family research has failed to recognise the importance of cultural differences. One example of this can be found in assumptions of the applicability of instruments used in family research across different cultural groups. The capacity of instruments to reflect the constructs being measured must be established before they can be used confidently across cultures. In addition, the relationships between constructs must be tested rather than assumed. Finally, before intervention programs or approaches that have been developed by one culture are adopted or applied to another, their fit with the attitudes, beliefs, and resources of the latter culture should be established.
Students with mild disabilities in regular classrooms: the development and utility of the Student Perceptions of Classroom Support scale
- Authors:
- O'ROURKE John, HOUGHTON Stephen
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(4), December 2006, pp.232-242.
- Publisher:
- Taylor and Francis
There is a dearth of empirical research pertaining to the perceptions of students with mild disabilities of the academic and social outcomes of classroom support mechanisms. The absence of suitable measures is a primary issue contributing to this situation. The present study reports the development and utility of the Student Perceptions of Classroom Support (SPCS) scale, which was specifically designed to assess students' perceptions of curricular, instructional, physical, and peer support received in regular classrooms from both an academic and social perspective. The SPCS was administered to 60 secondary school-aged students with mild disabilities who experienced both regular classroom and traditional special education. Person and item discrimination analyses, and calculation of internal consistencies (Cronbach's alpha) revealed the SPCS to have excellent psychometric properties ( = 0.92 for academic outcomes and = 0.87 for overall social outcomes). Internal consistencies for each of the subscales are also reported. The SPCS provides educators with a valid method of assessing students' preferred support strategies, which can then be articulated within Individual Education Plans (IEPs).