Search results for ‘Subject term:"learning disabilities"’ Sort:
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Connotations of labels for mental handicap and challenging behaviour: a review and research evaluation
- Authors:
- HASTINGS Richard P., REMINGTON Bob
- Journal article citation:
- Mental Handicap Research, 6(3), 1993, pp.237-249.
- Publisher:
- BIMH Publications
The terms used to denote the concepts of mental handicap and challenging behaviour are a matter of continuing controversy. In the first part of this paper, research concerned with evaluating the impact of such labels is reviewed, and the value of semantic technique for assessing the connotative effect of labels is proposed. In the second part, this approach was evaluated in a study which found that the more recently coined terms were rated more favourably than more traditional descriptions. Nevertheless, virtually all the terms assessed carried negative, rather than neutral or positive, connotations. The results are discussed in terms of the need to devise descriptions that will promote more positive social representations of mental handicap.
Challenging behaviours in adults with an intellectual disability: a total population study and exploration of risk indices
- Authors:
- BOWRING Darren L., TOTSIKA Vasiliki, HASTINGS Richard P.
- Journal article citation:
- British Journal of Clinical Psychology, 56(1), 2017, pp.16-32.
- Publisher:
- Wiley
Objectives: Considerable variation has been reported in the prevalence and correlates of challenging behaviour (CB) in adults with intellectual disabilities (ID). To provide a robust estimate of prevalence, we identified the entire administrative population of adults with ID in a defined geographical area and used a behaviour assessment tool with good psychometric properties. Methods: Data from 265 adults who were known to services were collected using a demographic survey tool and the Behavior Problems Inventory – Short Form. The prevalence of self-injurious, aggressive/destructive, stereotyped, and overall CB was evaluated. We explored the potential of developing cumulative risk indices (CRI) to inform longitudinal research and clinical practice. Results: The prevalence of overall CB was 18.1%. The prevalence of self-injurious behaviour was 7.5%, aggressive–destructive behaviour 8.3%, and stereotyped behaviour 10.9%. Communication problems and severity of ID were consistently associated with higher risk of CBs. CRIs were significantly associated with CBs, and the five methods of CRI development produced similar results. Conclusions: Findings suggest a multi-element response to CB is likely to be required that includes interventions for communication and daytime activity. Exploratory analyses of CRIs suggested these show promise as simple ways to capture cumulative risk in this population. Subject to longitudinal replication, such a tool may be especially useful in clinical practice to identify adults who are priority for interventions and predict future demand on services. (Edited publisher abstract)
Impact of a 3-day training course on challenging behaviour on staff cognitive and emotional responses
- Authors:
- TIERNEY Edel, QUINLAND Dave, HASTINGS Richard P.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.58-63.
- Publisher:
- Wiley
A range of factors have been suggested as determinants of staff behaviour in the context of working with people with challenging behaviour. The purpose of this study was to evaluate whether a typical challenging behaviour staff training course had an effect on staff feelings of efficacy, their negative emotional reactions to challenging behaviour, and their causal beliefs. Forty-eight staff from intellectual disability organisations in the Health Service Executive Southern Region in Ireland attending a 3-day training course on understanding challenging behaviour and managing stress were assessed pre-training and at a 3-month follow-up. Questionnaires assessing self-efficacy, emotional reactions and causal beliefs were used. Perceived self-efficacy in dealing with challenging behaviours increased significantly from pre- to post-training. There were no significant changes in either emotional reactions to challenging behaviours or causal beliefs. In common with previous research, there was a sizeable impact on staff confidence and efficacy after a 3-day training course. Given the potential significance of emotional reactions both in terms of staff behaviour and their psychological well-being at work, more research is needed to explore how these reactions might best be dealt with in staff training interventions.
Staff behaviour and challenging behaviour: a reply to Clegg's commentary
- Authors:
- HASTINGS Richard P., REMINGTON Bob
- Journal article citation:
- British Journal of Clinical Psychology, 33(4), November 1994, pp.445-450.
- Publisher:
- Wiley
In the commentary on the integration of the literature on challenging behaviours and care staff behaviour, Clegg discusses three main issues. Firstly, arguing that a behaviour analytic approach to challenging behaviours is 'deeply impoverished'. Secondly, claiming that the analysis laid the blame for challenging behaviours on the shoulders of care staff. Finally, presenting the philosophical position as objectivist. Replies to these comments by summarizing the richness and considerable potential of an approach to challenging behaviours based on behaviour analytic theory.
Pro-social behaviour and behaviour problems independently predict maternal stress
- Authors:
- BECK Alexandra, HASTINGS Richard P., DALEY Dave
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.339-349.
- Publisher:
- Taylor and Francis
Parents of children with intellectual and developmental disabilities generally report more stress than other parents. Child behavioural features, and specifically their behaviour problems, have been shown to account for some of the variation in parents' experience of stress. However, there has been no exploration of whether the child's pro-social behaviour is predictive of parenting stress. In the present study, 74 mothers of children with intellectual disabilities completed measures of stress and mental health and reported on their child's adaptive behaviour, problem behaviour, and pro-social behaviour. Regression analyses revealed that the child's behaviour problems were an independent positive predictor of maternal stress, the child's pro-social behaviour was a negative predictor of maternal stress, but adaptive behaviour was not a predictor. These results support the need for more research on the pro-social behaviours of children with intellectual disabilities, especially their putative impact on parental well-being.
Social and professional support for parents of adolescents with severe intellectual disabilities
- Authors:
- WHITE Nia, HASTINGS Richard P.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(3), September 2004, pp.181-190.
- Publisher:
- Wiley
Previous research has identified various dimensions of social support that are positively associated with parental well-being. However, most research does not include multiple measures of social support and uses heterogeneous samples in terms of child characteristics such as age and severity of intellectual disability. Thirty-three parents of adolescent children with moderate–profound intellectual disabilities completed measures of parental well-being (stress, anxiety and depression, and caregiving satisfaction), social support (informal and formal sources, and practical and emotional support), and child characteristics (adaptive and problem behaviours). Correlation analyses showed that parental well-being was associated with the child's adaptive and problem behaviours and with the child's autism diagnosis. Parents’ ratings of the helpfulness of informal sources of support (spouse, extended family, friends, etc.) was most reliably associated with parental well-being, and remained so after controlling for child characteristics. Parents’ access of service and professional support was not associated with parental well-being, but there was some evidence that it was related to their child's needs. The research emphasizes the significance of including multiple measures of social support in research with families of children with an intellectual disability. Furthermore, the possibility that parents, during their child's adolescence, may be especially vulnerable to the disruption of their informal support networks is an important practical consideration.
Staff reactions to self-injurious behaviours in learning disability services: attributions, emotional responses and helping
- Authors:
- JONES Cheryl, HASTINGS Richard P.
- Journal article citation:
- British Journal of Clinical Psychology, 42(2), June 2003, pp.189-203.
- Publisher:
- Wiley
This study explores an amended version of Weiner's helping behaviour model potentially more specific to the context of care staff working with people with learning disabilities and challenging behaviours. Key elements of the helping model (causal attributions, affective responses and helping behaviour) were assessed using self-report questionnaires. Helping behaviour was conceptualised as behaviour likely to reinforce challenging behaviour rather than as willingness to expend extra effort helping. 123 care staff in adult services viewed one of two videos depicting a person with learning disabilities engaging in self-injurious behaviour. Staff completed self-report scales after viewing the video material. Results found little evidence for the predicted associations between causal attributions and both positive and negative afffect. The study found no evidence that Weiner's model could be amended to account for staff working with challenging behaviour. Discusses the potential utility of alternative models in addition to methodological and conceptual issues.
Learning disability care staff's emotional reactions to aggressive challenging behaviours: development of a measurement tool
- Authors:
- MITCHELL Georgia, HASTINGS Richard P.
- Journal article citation:
- British Journal of Clinical Psychology, 37(4), November 1998, pp.441-449.
- Publisher:
- Wiley
Describes the development of a rating scale measure of caregivers' emotional reactions to aggressive challenging behaviour, and reports preliminary psychometric data for the scale. Concludes the emotional reactions to aggressive challenging behaviour scale has excellent face and construct validity, and other preliminary psychometric data are promising. Discusses the potential research and clinical applications.
Community staff causal attributions about challenging behaviours in people with intellectual disabilities
- Authors:
- HASTINGS Richard P., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 10(3), 1997, pp.238-249.
- Publisher:
- Wiley
This article focuses on a study of community staff attributions as compared with those of inexperienced healthcare workers such as students nurses. Outlines the implications of research in this area for staff training and behavioural intervention and discusses suggestions for future research.
Understanding factors that influence staff responses to challenging behaviours: an exploratory interview study
- Author:
- HASTINGS Richard P.
- Journal article citation:
- Mental Handicap Research, 8(4), 1995, pp.296-320.
- Publisher:
- BIMH Publications
Staff beliefs about challenging behaviours, and their perception of their working environment, are important for two main reasons. Firstly, the manner in which staff define challenging behaviour affects who is labelled as a challenge, and who is referred to specialist services. Secondly, staff views of their working environment may help us to understand why staff interact with people with learning disabilities in apparently counter-habilitative ways outlined in previous research. These issues were investigated in a systematic semi-structured interview of care staff. These findings, and their implications for research and practice, are discussed.