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A microcomputer system used for evaluative and experimental behavioural research in mental handicap
- Authors:
- REPP Alan C., FELCE David
- Journal article citation:
- Mental Handicap Research, 3(1), 1990, pp.21-32.
- Publisher:
- BIMH Publications
Extends the technology of applied behaviour analysis data collection procedures by describing a computer system developed for collecting and analysing observational data. A brief description of the system is followed by examples of four types of research currently undertaken in mental handicap: evaluative, naturalistic, analogue, and experimental research. To conclude, a few weaknesses and strengths of the system are discussed.
Attributional styles of support staff working with people with intellectual disabilities exhibiting challenging behaviour
- Authors:
- BOGAARD Kim J.H.M. van den, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(3), 2020, pp.465-474.
- Publisher:
- Wiley
Background: Attributions are cognitive variables that influence a person's behaviour. Although a large volume of research has been conducted on the attributions of support staff with regard to challenging behaviour (CB) exhibited by people with intellectual disabilities (ID), studies on patterns of attributional dimensions (i.e. attributional styles) are scarce. Method: Using semi‐structured interviews, 19 support staff members were asked to describe incidents of aggressive, self‐injurious and sexualized challenging behaviour. Data on attributions were analysed using the Leeds Attributional Coding System. Results: Four attributional styles differed significantly for aggressive, self‐injurious and sexualized challenging behaviour. In addition, support staff members largely attributed these three types of CB to characteristics and behaviour of clients with ID. Conclusions: the results indicate that it is important to train support staff to recognize and understand the ways in which their attributions and behaviour influence the existence and maintenance of CB. (Publisher abstract)
The nature and rate of behaviour that challenges in individuals with intellectual disabilities who have hearing impairments/deafness (a longitudinal prospective cohort survey)
- Authors:
- BUSKERMOLEN Willem Meindert, HOEKMAN Joop, ALDENKAMP Albert Pierre
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.32-38.
- Publisher:
- Wiley
Background: In this article, the authors describe a study of the prevalence of behaviour that challenges and which internal factors are related to behaviour that challenges in 21 people (fourteen are male, seven are female, varying in age from 12.4 to 42 years; mean 26.6, SD 7.27) with intellectual disabilities who have hearing impairments. Materials and Methods: Data were obtained by recording behaviour on a daily basis during one year using the ‘Individual Behaviour Observation and Rating Scale’ that was developed especially for this study. Results: It was found that 100% of the participants in this study showed behaviour that challenges, although this was not observed every day in each participant. Prevalence rates during a year varied from 1.8% to 77.3%. On average, the prevalence rate was 28.9%. The auhtors found a significantly negative correlation between behaviour that challenges and delay of communication as well as the level of social independence. They also found that in people with autism spectrum disorder, the prevalence of behaviour that challenges was significantly higher than in people without autism spectrum disorder. The level of intellectual disability as well as the level of hearing impairments was not related to the prevalence of behaviour that challenges. Conclusion: Because there are several patterns of increasing and decreasing behaviour that challenges throughout the day, it is not possible to draw one conclusion on this issue for the whole group. However, where certain individual patterns can be recognised, it is possible to make individual plans for the clients. This could mean an improvement in daily care and as a result an improvement in the quality of life for people with intellectual disability who have hearing impairments. Implications for clinical practice are discussed. (Edited publisher abstract)
Supporting people with learning disabilities through a bereavement
- Author:
- BLACKMAN Noelle
- Journal article citation:
- Tizard Learning Disability Review, 21(4), 2016, pp.199-202.
- Publisher:
- Emerald
Purpose: There remains a lack of clarity regarding what constitutes “normal” or “complicated” grief within this client group. The purpose of this paper is to identify the factors that complicate grief and considers interventions which would be beneficial. Design/methodology/approach: The paper draws on previous research by the author and others to comment on some of the issues discussed by Hannah Young in her article. Findings: Three domains contribute to complicated grief in people with learning disabilities. These are the learning disability itself, environmental factors and the impact of disability on attachment. Practical implications: A relational approach to support is important in preventing complicated grief. If the grief becomes complicated, a relational psychotherapy is recommended as the preferable intervention. Originality/value: This paper gives important consideration to practical factors that can lower vulnerability to complicated grief for this client group. (Publisher abstract)
The relationship between problem-solving ability and self-harm amongst people with mild intellectual disabilities
- Authors:
- REES Joanna, LANGDON Peter E.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(4), 2016, p.387–393.
- Publisher:
- Wiley
Background: The purpose of this study was to investigate the relationship between depression, hopelessness, problem-solving ability and self-harming behaviours amongst people with mild intellectual disabilities (IDs). Methods: Thirty-six people with mild IDs (77.9% women, Mage = 31.77, SD = 10.73, MIQ = 62.65, SD = 5.74) who had a history of self-harm were recruited. Participants were asked to complete measures of depression, hopelessness and problem-solving ability. Results: Cutting was most frequently observed, and depression was prevalent amongst the sample. There was a significant positive relationship between depression and hopelessness, while there was no significant relationship between self-harm and depression or hopelessness. Problem-solving ability explained 15% of the variance in self-harm scores. Conclusions : Problem-solving ability appears to be associated with self-harming behaviours in people with mild IDs. (Publisher abstract)
Staff training on formulation and fire-setting in people with intellectual disabilities
- Authors:
- TOSTEVIN Amy, SHAIKH Abdul
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(6), 2015, pp.371-380.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present the development and evaluation of an original training package for staff members on fire-setting in people with intellectual disabilities. It also included training on functional analysis as a model of formulating the fire-setting behaviour. The quality and effectiveness of the training was assessed and is reported in this paper. Design/methodology/approach: The training was delivered on a ward for people with intellectual disabilities in a UK NHS Trust Low Secure Hospital and was attended by various members of the multidisciplinary team for the ward. The workshop consisted of four modules: theoretical background of fire-setting, the functional analysis model of fire-setting formulation, offence-paralleling behaviours in secure settings and a case study practice. Level of self-reported understanding of the various aspects of the training was measured by an evaluation questionnaire completed pre and post training. Findings: The results of this study showed that following the training there was a significant increase in self-reported understanding of staff members. The participants reported an increase in understanding of fire-setting, functional analysis and formulation of individuals with an intellectual disability and history of fire-setting. Originality/value: This study highlights the potential for staff training to increase awareness of fire-setting behaviours by people with intellectual disabilities. The staff training in formulation would encourage their involvement in development of team formulations and may subsequently increase their understanding of such individuals. (Publisher abstract)
An attachment-focused parent–child intervention for biting behaviour in a child with intellectual disability: a clinical case study
- Authors:
- MOHAMED Ahmed Riaz, MKABILE Siyabulela
- Journal article citation:
- Journal of Intellectual Disabilities, 19(3), 2015, pp.251-265.
- Publisher:
- Sage
- Place of publication:
- London
Attachment and attachment-related psychopathology has increasingly gained focus since Bowlby introduced the concept into the clinical repertoire. However, little has been done to explore attachment, or attachment-based interventions, within the context of intellectual disability. Clinical experience, however, has demonstrated significant attachment-related problems in children with intellectual disability. This article explores one such case of a 13-year-old girl with moderate intellectual disability and severe and persistent externalizing behavioural difficulties – biting, in particular. Once the severity of the behaviour was formulated within the framework of attachment, a structured attachment-focused parent–child intervention was designed in order to repair the damaged attachment between mother and daughter as a way of addressing the problematic behaviour. Outcomes demonstrated a sustained – immediately, at 3- and 6-month follow-up – positive impact of the intervention not only on the presenting problem but also on the quality of the relationship between mother and daughter. Research and clinical implications are discussed. (Publisher abstract)
Learning from partnership review: Child D
- Author:
- READING LOCAL SAFEGUARDING BOARD
- Publisher:
- Reading Local Safeguarding Children Board
- Publication year:
- 2014
- Pagination:
- 2
- Place of publication:
- Reading
This partnership review focuses on concerns of sexual abuse that had remained hidden for several years in a child with learning disabilities who was emotionally and behaviourally vulnerable. Child D, a 14 years old girl, was referred to Reading Children Services following an allegation of sexual abuse. Child D then became a looked after child, was admitted to an inpatient setting and received a range of services before being placed in foster care. This partnership review focuses The review explored whether the right support was offered to Child D during her health care, schooling and parenting that could have avoided intervention close to adulthood. Learning points include: the importance of behavioural clues that could alert adults to possible abuse; using the multi-agency safeguarding planning process to addressing cooperation with non-engaging families and young people. Strengths, weaknesses and areas for improvement are also identified. (Edited publisher abstract)
Adapting to trauma: disengagement as a holding strategy
- Authors:
- BARTON David, WARD Kath, RODDAM Hazel
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(5), 2014, pp.338-347.
- Publisher:
- Emerald
Purpose: This paper draws upon a range of material to improve the understanding of disengagement with everyday life, by some individuals who have learning disabilities and mental health difficulties. Illustrative incidents from historical clinical cases are utilised, to consider whether this reframing may enhance the interpretation of presenting behaviours. Design/methodology/approach: Key recurring themes within transpersonal literature were reviewed, relevant to adults with behaviour indicating a degree of disengagement from everyday life. These were grouped into Physical Realm, Psychosocial Realm and Realm of Being. Illustrative examples of behaviour are reviewed and re-interpreted within this framework. Findings: These examples generated plausible interpretations for the presenting behaviours within this framework of the Three Realms. These interpretations support a fresh understanding of the quality of the individual's inner experience. This paper suggests a potential framework to consider the way in which some individuals may experience a different quality of consciousness than the usual. Practical implications: Use of the Three Realms for behaviour interpretation should result into a more empathetic and client-centred approach that could reduce the need for aversive approaches, lessening risk for the client and any employing organisation. The identification of behaviours that signal participation in the Realm of Being could be defined and evaluated with the potential to be used to inform the nature and content of the support provided. (Edited publisher abstract)
Self-injurious behaviour in children with an intellectual disability
- Authors:
- OLIVER Chris, DAVIES Louise, RICHARDS Caroline
- Publisher:
- Cerebra
- Publication year:
- 2012
- Pagination:
- 28p.
- Place of publication:
- Carmarthen
This briefing has been written to help parents and carers of children with an intellectual disability to understand what self-injury is, what the causes are and which interventions are effective. The briefing focuses on children with profound to moderate intellectual disability, who may also have autism spectrum disorder or a genetic syndrome. For children with mild intellectual disability the causes of self-injury and the most effective interventions may be different. (Publisher abstract)