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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.
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.
Young people with learning disabilities living in state care: their emotional, behavioural and mental health status
- Authors:
- TAGGART Laurence, COUSINS Wendy, MILNER Sharon
- Journal article citation:
- Child Care in Practice, 13(4), October 2007, pp.401-406.
- Publisher:
- Taylor and Francis
Young people with learning disabilities are significantly more at risk of developing mental health difficulties than their non-disabled peers, with prevalence rates of around 40% commonly reported. Nevertheless, high levels of mental health problems also exist among young people living in state care. However, few studies have examined the mental health of these young people with learning disabilities who also live away from home in state care. This paper examines the emotional, behavioural and mental health status of a group of young people with and without learning disabilities residing in state care. Data were collected from social worker reports and the Strengths and Difficulties Questionnaire on these two cohorts who were living in state care for a minimum of one year. The young people with learning disabilities had a higher prevalence of emotional and behavioural problems and were also significantly more likely to score within the abnormal range of the Total Difficulties Score of the SDQ (77.1%) compared with their non-disabled peers (49.6%). There is a need for greater recognition of young people with learning disabilities who live in state care in order to identify emotional, behavioural and mental health needs and to develop more appropriate and effective care plans/therapeutic interventions.
Autism screening tools: an evaluation of the Social Communication Questionnaire and the Developmental Behaviour Checklist-Autism Screening Algorithm
- Authors:
- WITWER Andrea N., LECAVALIER Luc
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 32(3), September 2007, pp.179-187.
- Publisher:
- Taylor and Francis
This study is the first to evaluate the Social Communication Questionnaire (SCQ) and the Developmental Behaviour Checklist-Autism Screening Algorithm (DBC-ASA) in the same sample of school-aged children with intellectual disability (ID) with and without Pervasive Developmental Disorders (PDDs). Parents of 49 children (36 with PDDs and 13 with ID) recruited from schools in Ohio in the United States completed a survey that included a demographic form, a measure of adaptive behaviour (the SIB-R), the SCQ, and the DBC-ASA. According to established cut-offs, the SCQ's sensitivity was .92 and specificity was .62, and the DBC-ASA's sensitivity was .94 and specificity was .46. Six of the seven false positives on the DBC-ASA had DBC Total Problem Behaviour scores above the clinical cut-off. By contrast, all six true negatives had Total Problem Behaviour scores below the clinical cut-off. No such pattern was noted for the SCQ. While both instruments have good psychometric properties, the results of this study suggest that clinicians and researchers should exercise caution when utilising the DBC-ASA to screen for PDDs in individuals with significant behaviour problems, as this could decrease its diagnostic validity.
The association between area-level indicators of social deprivation and the emotional and behavioural needs of Black and South Asian children with intellectual disabilities in a deprived urban environment
- Authors:
- EMERSON Eric, ROBERTSON Janet, WOOD Justin
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(5), September 2007, pp.420-429.
- Publisher:
- Wiley
This study used a cross-sectional survey of teacher-reported emotional and behavioural needs among 386 South Asian children and 118 Black children in a deprived urban area in Birmingham, England. The results suggested that: (i) teachers reported higher rates of emotional and behavioural needs among Black (when compared with South Asian) children; (ii) increased rates of emotional and behavioural needs were generally associated with older child age, lower child ability, the absence of sensory impairments and male gender; and (iii) neighbourhood deprivation was associated with variation in emotional and behavioural need differently for the two ethnic groups. For Black children, increased deprivation was associated with increased need. However, for South Asian children increased deprivation was associated with decreased need. Results are discussed in relation to ‘group density effects’ which may reflect the potentially moderating effects of social support on the relationship between socioeconomic deprivation and mental health.
Correlates of maternal behaviours in mothers of children with fragile X syndrome
- Authors:
- WHEELER Anne, et al
- Journal article citation:
- Journal of Intellectual Disability Research, 51(6), June 2007, pp.447-462.
- Publisher:
- Wiley
The behaviours of 24 mothers of children with fragile X syndrome (FXS) with their affected children were examined during planned observations in their homes. The goal of this study was to describe concurrent maternal interactive behaviour and the factors that influence the type and frequency of these behaviours within this group. The frequency of maintaining, directive and scaffolding behaviours and the extent to which the mothers displayed warm sensitivity and restrictions were examined within a 60-min naturalistic observation and a 10-min toy play observation. Rating scales and parent questionnaires were used to assess selected maternal mental health factors, including depression, anxiety, stress and social support. The cognitive status of mothers and developmental and behavioural abilities of children were also examined. The women in this study used primarily maintaining behaviours in interactions with their children. Maintaining behaviours and warm sensitivity were consistent across structured and unstructured settings, while directive, scaffolding and restricting were not correlated across the two settings. Child receptive language skills were related to higher rates of maintaining and scaffolding behaviours. The women reported clinically significant levels of stress, depression and anxiety at a prevalence rate higher than that of the general public. Child behaviour problems contributed to maternal stress, and mothers with higher stress engaged in fewer interactions with their children. The relations between maternal stress, child problem behaviour and number of interactive behaviours exhibited by the mothers in this study provide information that can inform interventions and provide direction for future research exploring environmental influences on the development of children with fragile X syndrome.
Integrative treatment in persons with intellectual disability and mental health problems
- Author:
- DOSEN A.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(1), January 2007, pp.66-74.
- Publisher:
- Wiley
Clinical experience has proven thus far that a monodisciplinary treatment approach to behavioural and psychiatric problems in persons with intellectual disability (ID), such as psychotropic medication or behaviour modification programmes, has yielded limited success. It is clear that the complexity of behavioural and psychiatric problems in this population calls for a treatment approach from different perspectives. This article describes a multidimensional treatment approach to the persons with ID who suffer from behaviour problems and psychiatric disorders. Four dimensions – biological, psychological, social and developmental – are represented as well in an integrative diagnosis as in an integrative treatment, embodied by cooperation of different professionals, such as a psychiatrist, psychologist, pedagogues, social worker, nurse and, where possible, the person's caretakers. The developmental dimension receives a salient attention of assessors. By introducing the developmental dimension in diagnostics and treatment, the bio-psycho-social dimensions are set in a new context, more appropriate for persons with ID. The integrative treatment should not be primarily directed towards the symptoms of the disorder but towards restoring a person's mental well-being. The disorder is combated through treatment of the underlying processes that have led to its onset. Different treatment methods from different perspectives may be applied. Strategy and methodological procedures of an integrative treatment are discussed by way of case presentations.
Psychiatric and behavioural disorders in intellectual and developmental disabilities
- Editors:
- BOURAS Nick, HOLT Geraldine, (eds.)
- Publisher:
- Cambridge University Press
- Publication year:
- 2007
- Pagination:
- 424p.
- Place of publication:
- Cambridge
- Edition:
- 2nd ed.
The fully revised and updated second edition of this book is aimed at all those involved in the fields of intellectual, developmental and learning disabilities. It draws on both clinical experience and recent research findings to bring together information on the mental health and behavioural problems of people with intellectual, developmental and learning disabilities and mental retardation. Contributions are provided from a multidisciplinary team of experts and cover; assessment and diagnosis, psychopathology, treatment and therapeutic interventions, and policy and service systems. Children are included and a wide range of conditions discussed, such as depression, anxiety, schizophrenia, dementia, personality disorder and self injurious behaviour. New to this edition are chapters on; mental health assessment and monitoring tools for people with intellectual disabilities; interdisciplinary multimodal assessment for mental health problems; the interface between medical and psychiatric disorders; personality disorders; mental health problems in people with autism spectrum disorders; psychosocial interventions; and psychodynamic approaches.