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Profiles and correlates of aggressive behaviour among adults with intellectual disabilities
- Authors:
- CROCKER A.G., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 51(10), October 2007, pp.786-801.
- Publisher:
- Wiley
Despite the heterogeneity in aggressive behaviours observed among individuals with intellectual disabilities (ID), little attention has been paid to the identification of typologies of aggression among individuals with mild or moderate ID and their associated factors. The goal of the present study was to identify profiles of aggressive behaviour and their psychosocial correlates. In this cross-sectional study of 296 adults with mild or moderate ID, information was gathered through interviews with the ID participants, their case manager and a significant other. Client files were also reviewed. Multiple correspondence analysis followed by hierarchical cluster analysis generated six distinct profiles of aggressive behaviour in this sample. The ‘violent’ group clearly stood out as lacking social and vocational involvement, having more severe mental health problems, high levels of impulsivity and antisocial tendencies compared with all other groups. The identification of distinct profiles of aggressive behaviour offers new possibilities for studying risk factors and eventually targeting specific risk prevention strategies.
Parenting children with and without developmental delay: the role of self-mastery
- Authors:
- PACZKOWSKI E., BAKER B.L.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(6), June 2007, pp.435-446.
- Publisher:
- Wiley
While parenting behaviours have direct effects on children’s behavioural outcomes, other, more distal factors also may be shaping the way a mother handles parenting responsibilities. Children with developmental delays evidence elevated clinical level behaviour problems, so this group is of primary interest in the search for precursors to psychopathology. The present study examined how the maternal dispositional trait of self-mastery, as well as supportive and non-supportive parenting, relate to behaviour problems in young children with and without developmental delay. Participants were 225 families, drawn from Central Pennsylvania and Southern California. The children, all aged 4 years, were classified as delayed (n = 97) or non-delayed (n = 128). The Self-Mastery Scale measured perceived level of control over life events. The Coping with Children’s Negative Emotions Scale measured different ways parents perceive themselves as reacting to their children’s distress and negative affect. The Child Behavior Checklist assessed children’s behaviour problems. Delayed condition mothers reported significantly more child behaviour problems than non-delayed condition mothers; the two conditions did not differ in self-mastery, supportive parenting, or non-supportive parenting. Self-mastery, non- supportive parenting reactions, and child behaviour problems all related significantly to one another. For the sample as a whole and within the delayed condition, the association between self-mastery and child behaviour problems was partially mediated by non-supportive parenting reactions, although self-mastery was still significantly associated with problem behaviour. In the non-delayed condition, although significant relationships also were found among the variables of interest, non-supportive parenting did not have a significant main or mediation effect. Delay status moderated the relationship between negative parenting reactions and child behaviour problems, assessed by the Child Behavior Checklist Total and Internalizing scores. When mothers displayed low levels of non-supportive reactions, children in the delayed and non-delayed groups had similar levels of total problem behaviour. However, when mothers were medium or high in non-supportive reactions, children in the delayed group had much higher levels of problem behaviours than those in the non-delayed group. The findings support the view that parenting behaviours have a greater impact on children at developmental risk.
Strengths and difficulties in children with specific learning disabilities
- Authors:
- AYAR Ganime, et al
- Journal article citation:
- 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 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)
A comparison of the emotional and behavioural problems of intellectual disability offenders in medium and low security
- Authors:
- ASHWORTH Sarah, MOONEY Paul
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.109-115.
- Publisher:
- Emerald
Purpose: There are few reliable psychometric measures of the psychopathology of offenders with ID. However, previous research has indicated that the Emotional Problems Scale (EPS) is useful in identifying a range of treatment needs and in predicting risk to self and others. The current study aims to compare the severity of the emotional and behavioural problems of a small sample of offenders with ID in medium and low secure services, as assessed by EPS. Additionally, the data are tentatively compared with those reported in previous research to precipitate discussion regarding the changes in clinical populations in secure care over time. Design/methodology/approach: The study collected demographic and EPS data for patients with ID (N=25) on medium secure and a low secure wards. Data were collected as part of routine clinical practice, with EPS forms being completed by nursing and other multi-disciplinary staff. Findings: It was found that there was no statistically significant difference in EPS scores between medium and low secure patients with ID. The authors also highlight differences between the current sample and the normative data collected by previous research. Originality/value: The data regarding the psychopathology of medium and low secure patients with ID provides insight into the ever changing resourcing needs and risk profiles of this complex patient group. In addition, there is a dearth of empirical research that comments on the clinical differences observed over time in forensic populations. As the current data differs from pre-existing normative data, the potential shift in populations and also implications for the accuracy of clinical decision making based on the assessment are discussed. (Edited publisher abstract)
Serious juvenile offenders with and without intellectual disabilities
- Authors:
- KAAL H. L., BRAND E. F. J. M., VAN NIEUWENHUIJZEN M.
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 3(2), 2012, pp.66-76.
- Publisher:
- Emerald
The mandatory treatment order, also called an order for Placement in an Institution for Juvenile Offenders, is the severest measure a Dutch judge is able to impose on youths. Amongst the group of juveniles under a mandatory treatment order, there is a significant number with an intellectual disability. The purpose of this study is to determine what differences there are in personal characteristics and functioning between juvenile offenders under a mandatory treatment order with IQ<70, IQ 70-85, and IQ>85, in order to be able to better fit supervision and treatment to their needs. Data was drawn from the case files of 1,363 serious juvenile offenders under a mandatory treatment order. The files were scored using the juvenile forensic profile list (FPJ), an instrument that encompasses over 70 characteristics relevant in risk-assessment and for measuring problem behaviour. The analyses showed that the behavioural and mental health problems and background characteristics of juvenile offenders of various IQ-levels (IQ<70, IQ 70-85, and IQ>85) are in many respects very similar. However, differences were found in, for example, social skills and relationships. In addition, the needs inherent with having an intellectual disability have important implications for the way treatment is offered.
Emotional and behavioural problems in adolescents with intellectual disability with and without chronic diseases
- Authors:
- OESEBURG B., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 54(1), January 2010, pp.81-89.
- Publisher:
- Wiley
Adolescents with intellectual disability (ID-adolescents) and those with chronic diseases are both more likely to have emotional and behavioural problems. This study assessed the prevalence of emotional and behavioural problems in ID- adolescents with and without chronic diseases and the impact of chronic diseases in ID-adolescents on the likelihood of emotional and behavioural problems. The study involved a secondary school sample of 1044 ID-adolescents (12-18 years) in the Netherlands. Parents completed the Strengths and Difficulties Questionnaire, questions about chronic diseases and about the background of their child. Prevalence rates of emotional and behavioural problems were generally high in ID-adolescents with chronic diseases (45%), compared to ID-adolescents without chronic diseases (17%). The likelihood of emotional and behavioural problems was high in ID-adolescents with two [odds ratios (OR) 4.47] or more than two chronic diseases (OR 8.01) and for ID-adolescents with mental chronic diseases (OR 4.56). ID-adolescents with somatic chronic diseases had a high likelihood of emotional and behavioural problems (OR 1.99), in particular in the combination of somatic and mental diseases (OR 5.16). The authors conclude that chronic diseases in ID-adolescents, in particular mental diseases, tend to increase the likelihood of emotional and behavioural problems. They suggest this should be taken into account in the provision and planning of care for ID-adolescents.
Psychological acceptance mediates the impact of the behaviour problems of children with intellectual disability on fathers' psychological adjustment
- Authors:
- MACDONALD Elaine E., HASTINGS Richard P., TITZSIMONS Elaine
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(1), January 2010, pp.27-37.
- Publisher:
- Wiley
Ninety-nine fathers of 67 boys and 32 girls with intellectual disability, between 6 and 18 years of age, participated in a questionnaire study. Psychological acceptance of difficult/negative emotions and thoughts associated with interactions with the child with intellectual disability were measured alongside ratings of the child's behaviour problems and paternal negative (stress, anxiety, depression) and positive ('positive gain') well-being. Psychological acceptance was found to partially mediate the impact of child behaviour problems on paternal stress, anxiety, and depression. Acceptance was also a positive predictor of fathers' perceptions of positive gain associated with raising their child with intellectual disability. However, it could not function as a potential mediator of positive gain in the present research because fathers' ratings of their child's behaviour problems were not associated with paternal positive gain. Implications for practice include the potential of acceptance-based interventions, and other psychological interventions targeting acceptance and avoidance processes (e.g. mindfulness-based approaches), to positively affect paternal psychological adjustment.
Emotional and behavioural problems in offenders with intellectual disability: comparative data from three forensic services
- Authors:
- HOGUE T.E., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 51(10), October 2007, pp.778-785.
- Publisher:
- Wiley
Despite an increasing knowledge base concerning the assessment of emotional and behavioural problems in people with intellectual disabilities (ID), relatively little research has examined such problems in offenders with ID. The study assessed 172 male offenders with ID in three service settings (high, medium-low security and community) using the Behaviour Rating Scale of the Emotional Problem Scales (EPS), with the aim of assessing differences in Externalizing and Internalizing Behaviour Problems. Normative information is presented on the Behaviour Rating Scale of the EPS across three levels of forensic ID care. It was found that offenders in higher secure care scored higher on sub-scales reflecting physical aggression than those in lower secure care. However, there was no difference in terms of other Externalizing Behaviour Problems, such as verbal aggression, non-compliance or hyperactivity. In addition, those offenders in higher secure care scored significantly higher on all Internalizing Behaviour Problems sub-scales, including anxiety, depression and low self-esteem. Implications for research and clinical practice are discussed, including the utility of the EPS as a measure of clinical need and treatment outcome.
Special teaching for special children?: pedagogies for inclusion
- Editors:
- LEWIS Ann, NORWICH Brahm, (eds.)
- Publisher:
- Open University Press
- Publication year:
- 2005
- Pagination:
- 238p.
- Place of publication:
- Maidenhead
This book looks at pupils' special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs. Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that good teaching is good teaching for all and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book.
Addressing aggression in the residential setting for juveniles with mild intellectual disability through training in non-violent resistance
- Authors:
- VISSER K. M., et al
- Journal article citation:
- Child and Youth Care Forum, 50(2), 2021, pp.333-349.
- Publisher:
- Springer
Background: Levels of aggression are high in residential settings for juveniles with Mild Intellectual Disability (MID). As a result, treatment is less effective, aggression causes injury, traumatic experiences and longer inhabitation for juveniles. Additionally, inpatient aggression has been linked to burnout and stress among group workers, which has negative consequences such as less job satisfaction or poorer work performance. Objective: Therefore, it is crucial to diminish aggressive incidents in these settings and to find a way for staff how to respond to aggression properly. Methods: As there is no intervention method which tackles all of the referred problems efficiently, a new method Non-violent Resistance for MID was introduced into three residential settings for juveniles with MID, in a quasi-experimental stepped wedge design. Reports of aggressive incidents were assessed seven times before, during and after the training in NVR-MID on group level. Multilevel analyses were carried out in order to assess the development of the aggressive incidents over time. Results: Aggressive incidents decreased significantly in time during and after training in NVR-MID, this decrease is seen in all three institutions. Thus, regardless of resident’s age, gender or IQ, NVR-MID seemed successful in diminishing aggressive incidents. Furthermore, a significant interaction effect was found between institution and time, indicating that regardless if incidents of aggression were relatively high at baseline, decrease in incidents was similar to institutions where incidents were relatively low on baseline. Conclusions: Implementing NVR-MID into residential settings for juveniles with MID and comorbid behavioral problems might help to decrease aggressive incidents. (Edited publisher abstract)