Search results for ‘Subject term:"learning disabilities"’ Sort:
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Restraint of adults with intellectual disabilities: a critical review of the prevalence and characteristics associated with its use
- Authors:
- FITTON Lucy, JONES Dominic Ryan
- Journal article citation:
- Journal of Intellectual Disabilities, 24(2), 2020, pp.268-283.
- Publisher:
- Sage
- Place of publication:
- London
Background: As part of their care, adults with intellectual disabilities are often subject to restrictive interventions including restraint. Method: A review examining the prevalence of restraint use with people with intellectual disabilities and the characteristics associated with its use. Results: The seven papers identified used quantitative methodologies and had cross-sectional designs. Prevalence rates of restraint ranged from 11% to 78%, multiple forms of restraint were common. Most studies focused on characteristics within the person with an intellectual disability, three considered external factors. Challenging behaviour was the most consistent characteristic associated with the use of restraint, but how this was defined varied. Conclusions: The review highlights a need for more consistent means of defining and measuring restraint and its associated characteristics. Future research into this area may also want to focus on the context of restraint such as whether it is the least restrictive option used. (Publisher abstract)
Attribution theory applied to helping behaviour toward people with intellectual disabilities who challenge
- Authors:
- WILLNER Paul, SMITH Mark
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(1), March 2008, pp.150-155.
- Publisher:
- Wiley
Attribution theory posits that helping behaviour is determined in part by the potential helper’s attributions and emotions regarding the behaviour that requires help. Specifically, helping is considered to be more likely if stability is perceived as low, generating optimism for change, and if controllability is perceived as low, engendering high levels of sympathy and low levels of anger. A systematic literature search was conducted to identify studies that have tested these predictions in relation to carers’ propensity to help people with intellectual disabilities who display challenging behaviour. The literature is inconsistent and provides at best partial support for the theory. This situation differs from that seen in the general population, where the predictions of attribution theory are broadly supported. Three potential explanations for this discrepancy are considered: the reliability of the largely vignette-based methodology, the fact that most studies fail to define ‘helping’ explicitly and the possibility that attribution theory might apply only to low-frequency behaviours.
Challenging and inappropriate sexual behaviour in people with learning disabilities: a literature review
- Author:
- BROWN Louise
- Publisher:
- Great Britain. Scottish Office
- Publication year:
- 1998
- Pagination:
- 67p.,tables,bibliog.
- Place of publication:
- Edinburgh
Literature review aiming to: describe and assess the quality of evidence from recent research literature relevant to challenging and inappropriate sexual behaviour among people with learning difficulties; to comment on the extent to which current literature adequately addresses the issues surrounding these behaviours; to describe current policy and practice guidance documentation; and to compare the findings of research with policy and practice guidance in Scotland and discuss any implications which this might have for research on this topic.
Hyperkinetic or attention deficit disorder
- Author:
- SANDBERG Seija
- Journal article citation:
- British Journal of Psychiatry, 169, July 1996, pp.10-17.
- Publisher:
- Cambridge University Press
This article selectively reviews the main epidemiological, experimental and clinical studies over the past 10 years which relate to hyperkinetic and Attention Deficit Disorder. Also looks at treatment and outcomes for the disorder.
Housing design and modifications for individuals with intellectual and developmental disabilities and complex behavioral needs: scoping review
- Authors:
- CASSON Jane, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 18(3), 2021, pp.217-228.
- Publisher:
- Wiley
Background: Behavioral challenges exhibited by individuals with IDD can signal a poor person–environment relationship. There remains limited understanding about the physical characteristics of successful housing for this population. This article summarizes research on housing design for individuals with IDD who engage in behaviors that challenge. Specific Aims: Original, peer-reviewed research on the physical environment of housing was reviewed to determine the characteristics that can be modified to meet the needs of individuals with IDD who engage in behaviors that challenge. Method: Electronic databases and reference lists of relevant publications were searched for peer reviewed empirical research related to housing design for behaviors that challenge. Two reviewers independently applied inclusion criteria to identify studies. Content analysis identified housing features. Findings: Fourteen studies were identified that described inadequate and successful housing characteristics. Elements such as location, layout, safety, stimulation, and homelikeness were reported to contribute to successful housing. Discussion: Design of the physical environment has important policy and practice implications for supported housing that addresses behaviors that challenge. The development of design tools, guidelines, and personalized housing for this population is discussed. (Edited publisher abstract)
Staff ability to carry out behavioural strategies for individuals with intellectual disabilities and challenging behaviours
- Authors:
- KLAVER Marian, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(4), 2016, pp.248-257.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to give an overview of studies that focused on variables likely to affect staff ability to carry out behavioural strategies for challenging behaviours in individuals with intellectual disabilities. Design/methodology/approach: Literature review: studies that were published in a peer reviewed journal, between 1999 and 2016, were selected for this review. Findings: In total, 29 articles were selected. Several factors likely affect staff ability to appropriately carry out behavioural interventions were identified: staff assumptions, distressing emotions elicited by challenging behaviours, reciprocal reinforcement systems, service characteristics and cultural systems. Originality/value: These findings raise the question what staff need in order to be able to change their naturally occurring behaviours in response to challenging behaviours and to carry out behavioural interventions. Future research may identify barriers and facilitators underlying the provision of effective interventions, taking into account the possible role of staff beliefs, their emotions, service characteristics and cultural systems. (Publisher abstract)
A review of research on direct-care staff data collection regarding the severity and function of challenging behavior in individuals with intellectual and developmental disabilities
- Authors:
- MADSEN Emily K., PECK Janelle A., VALDOVINOS Maria G.
- Journal article citation:
- Journal of Intellectual Disabilities, 20(3), 2016, pp.296-306.
- Publisher:
- Sage
- Place of publication:
- London
In working with individuals with intellectual and developmental disabilities (IDDs), it is direct care staff who are often required to collect data on individuals’ behaviour which is used as the basis for implementation of empirically based approaches for intervention and treatment. Due to limited resources, indirect and descriptive measures of challenging behaviours are employed to analyse the function of individuals’ behaviours in place of the preferred method of multimodal assessment, which includes experimental functional analysis. To ensure the most effective services and support to individuals with IDDs, accurate and consistent data collection is critical. This article highlights the importance of accurate data collection practices, conduct a comparison of data collection methods, and discuss limitations and barriers for staff. The article concludes with recommendations for best practices and future research. (Edited publisher abstract)
A review of the literature concerning learning disability, challenging behaviour and social work
- Authors:
- TILLEY Elizabeth, LEDGER Sue, BARDSLEY Janet
- Publisher:
- The College of Social Work
- Publication year:
- 2015
- Pagination:
- 73
- Place of publication:
- London
This literature review outlines the key findings and 'headlines' from the empirical research on learning disability and challenging behaviour, contextualised within significant policy developments. The review covers: value base and best practice in supporting people with learning disabilities; best practice in mental health in relation to people whose behaviour is labelled as challenging and including links with mainstream mental health services; supporting people with Autistic Spectrum Disorders (ASDs) and challenging behaviour; engaging with the perspectives of and understanding the experiences of people with challenging behaviour; the experiences of family carers of people with challenging behaviour; person-centred planning with people with challenging behaviour; self-directed support (SDS) and challenging behaviour; the practice of out-of-area placements and returning people to their local area; transition and learning disability; the organisational context for social workers in supporting people with learning disabilities and challenging behaviour; quality of life, wellbeing and learning disability; building community capacity for inclusion of people with challenging behaviour; and good practice guidance prepared by other professional bodies of relevance to the social work role with people with challenging behaviour. (Edited publisher abstract)
Assessing risks arising from challenging behaviours: a model and a brief review of existing resources
- Author:
- TURTON Raistrick W.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(1), 2014, pp.32-42.
- Publisher:
- Emerald
Purpose: Challenging behaviours are defined in part by the risks of harm they present and the support of individuals who challenge would be improved with effective assessments of the risks posed by challenging behaviours. The purpose of this paper is to outline a model of risk assessment and review literature that provides relevant information. Design/methodology/approach: Literature review. Findings: Forensic risk assessment has a well worked-out and validated approach but tools used to assess challenging behaviours are not effective risk predictors. Applied Behaviour Assessment provides methods that can be more effectively used for risk assessment. Practical implications: There is a need to develop valid risk assessment procedures for assessing the risks presented by challenging behaviours. Originality/value: This is a fresh perspective on risk assessment in relation to challenging behaviours. (Publisher abstract)
Assessment of behavioral and psychiatric problems in people with Prader–Willi syndrome: a review of the literature
- Author:
- SPENDELOW Jason S.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.104-112.
- Publisher:
- Wiley
Prader–Willi syndrome (PSW) is a rare genetic disorder that has a prevalence of 1 in 50,000 to 70,000 people and equal gender distribution. The clinical presentation of people with PWS involves a wide range of behavioural, psychiatric, neurocognitive, and medical problems. The aim of this review is to help clinicians make a comprehensive assessment of mental health problems with this population. People with PWS are particularly susceptible to the development of problems in the areas of hyperphagia, compulsions and repetitive behaviour, self-injury (especially skin-picking), and aggressive behaviours. The most common psychiatric features in people with PWS are psychosis, affective disorders, and obsessive–compulsive disorders. Assessment should involve consideration of how behavioural and psychiatric problems can be influenced by neurocognitive functioning and medical issues. The heterogeneous and progressive nature of many behavioural and psychiatric problems in this population presents significant challenges to psychological assessment and management. Comprehensive assessment requires an understanding of the phenotype of Prader–Willi syndrome, and associated issues that can impact upon clinical presentation.