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1
Powis, Laurie Anne. "Challenging behaviour in Phelan-McDermid syndrome". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4405/.
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To date, no research has examined the presence of challenging behaviour in Phelan McDermid syndrome (PMS). In this paper, study one adopts a questionnaire methodology to delineate the prevalence and aetiology of challenging behaviour in thirty participants with PMS. Study two adopts an interview methodology to examine the form, frequency, severity and function of this behaviour in eighteen participants. Responses to the Challenging Behaviour Questionnaire indicated that, thirteen (43.3%) participants with PMS showed self-injurious behaviour, thirteen (43.3%) showed physical aggression, and twenty (66.7%) showed destruction of property. Examination of associated characteristics indicated that self-injury was associated with impulsivity; aggression was associated with younger age and compulsive behaviour; and destruction of property was associated with impulsivity and stereotyped behaviour. In study two, responses to the Challenging Behaviour Interview highlighted multiple topographies of challenging behaviour. The behaviour of most concern typically occurred every fifteen minutes. Examination of behavioural function showed that self-stimulation was the predominant function for self-injury and destruction of property. However, many behaviours were found to serve multiple functions. The results of this paper emphasise the importance of building causal models of challenging behavior that incorporates both person characteristics and environmental factors. Limitations and areas for future research are discussed.
2
Noone, Stephen J. "Analysis of staff explanations about challenging behaviour". Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364557.
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3
Hobley, Victoria. "Constructing identities : examining discourse of challenging behaviour". Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439454.
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4
Allen, David. "Challenging behaviour in people with learning disabilities". Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388791.
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5
Herron, Denise. "The attributional style of paid carers of people with learning disabilities". Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300067.
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6
Langley, Dene John. "Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools". The University of Waikato, 2009. http://hdl.handle.net/10289/2796.
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Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs. The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture. The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so. Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice. The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims. Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.
7
Navarathna, Rajitha Dharshana Bandara. "Robust recognition of human behaviour in challenging environments". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/66235/1/Rajitha%20Dharshana%20Bandara_Navarathna_Thesis.pdf.
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Novel techniques have been developed for the automatic recognition of human behaviour in challenging environments using information from visual and infra-red camera feeds. The techniques have been applied to two interesting scenarios: Recognise drivers' speech using lip movements and recognising audience behaviour, while watching a movie, using facial features and body movements. Outcome of the research in these two areas will be useful in the improving the performance of voice recognition in automobiles for voice based control and for obtaining accurate movie interest ratings based on live audience response analysis.
8
Lavan, Gary. "Capable special school environments for behaviour that challenges". Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4012.
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Numerous interventions have been identified by research as being effective in reducing the severity of some of the core impairments and challenging behaviours of young people with autistic spectrum disorders (ASDs) and learning difficulties. However, the literature cites significant disparity between what is demonstrated to be effective in supporting young people with ASD and challenging behaviour and the support young people and families actually receive in practice. Paper 1 examines the extent to which evidence-based practice translates into actual practice in special schools in the UK for young people with ASD, severe learning difficulties (SLD) and challenging behaviour. A questionnaire survey targeting 64 special schools in the Midlands was used in conjunction with a series of follow-up semi-structured interviews of school staff. The findings indicate that: 1) the ideal of eclectic provision is potentially undermined by a limited range of training received by staff in evidence-based approaches; 2) mechanisms for supporting staff emotional reactions are inconsistently implemented; 3) limited mechanisms exist for developing staff understandings of challenging behaviour. Furthermore, staff attributions regarding challenging behaviour are pivotal to the consistency and effectiveness of any support programme. Implications and future research directions are discussed.
9
Russell, Paul. "Carer responses to challenging behaviour : the role of optimism". Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423986.
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Shackleton, Amanda. "An investigation into the effects of a training course regarding dealing with aggression on direct care staff in a learning disabilities service". Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318574.
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Sayer, Jane Louise. "Challenging behaviour : a cluster randomised controlled trial of the effectiveness of a staff training package in the assessment and treatment of challenging behaviour". Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419463.
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Bathurst, Neil. "Staff responses to challenging behaviour : an evaluation of behaviour analytic concepts and intervention strategies". Thesis, University of Plymouth, 1997. http://hdl.handle.net/10026.1/2593.
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This research project is divided into two studies. Study 1 considers the proposition that where the challenging behaviours of learning disabled people are sensitive to social reinforcement, the responses of unit staff may be counter-habilitative. This was investigated using a questionnaire-based self-report study involving 43 unit staff. The questionnaires covered staff emotional reactions to, attributions for and responses to challenging behaviours. In addition key aspects of the staff sub-culture were considered. Results confirmed the possible counter-habilitative nature of staff responses. These responses appeared to be influenced by both contingency effects related to high levels of stress and counter -habilitative beliefs within staff sub-cultures. Study 2 had two aims. First, to gather qualitative data with regard to both contingency and sub-culture effects. Secondly, to evaluate a training package designed to ameliorate counter-habilitative influences upon staff responses. The qualitative data gathered was strongly suggestive of an interaction between contingency and culture effects, reinforced by aspects of the wider service culture. Key issues appeared to be high levels of stress related to challenging behaviours, highly counter-habilitative beliefs in which staff feel that they have to 'deal with anything' and a perceived lack of support from the wider service itself For example, only a minority of staff had access to a consistent debriefing procedure. The training package proved to be largely ineffective in changing key counter-habilitative beliefs and responses. It is argued that future intervention strategies and research may need to consider wider service issues if habilitative changes are to be acheived. The implications of these findings for clinical psychologists working with learning disability services are also discussed.
13
Jacobs, Linda Jane. "Inclusion and challenging behaviour : a study of primary teachers' perspectives". Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403812.
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Horne, Sharon. "Challenging behaviour and staff stress : exploring the mechanism of action". Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268652.
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Smith, Ginny. "Challenging behaviour in people with intellectual disabilities and sensory impairment". Thesis, University of Kent, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498862.
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Newman, Rachel. "Nursing staff responses to challenging behaviour : attributions, emotions and evaluations". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326774.
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Bowring, Darren Lee. "A total population study of challenging behaviour and evaluation of Positive Behavioural Support outcomes". Thesis, Bangor University, 2018. https://research.bangor.ac.uk/portal/en/theses/a-total-population-study-of-challenging-behaviour-and-evaluation-of-positive-behavioural-support-outcomes(8204b937-d416-4652-ac7c-0aeeccf2b51e).html.
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Positive Behavioural Support (PBS) is a multicomponent framework designed to address the multiple factors that influence an individual’s behaviour, with a focus on improving quality of life (Kincaid et al. 2002). PBS, in the UK, has largely been implemented by peripatetic community teams, in developmental disability (DD) services. High prevalence of challenging behaviour in individuals with DD (Jones et al. 2008) is a result of the interaction between vulnerability, environmental and impact factors (Hastings et al. 2013). This thesis will attempt to expand existing knowledge on all three of these aspects in relation to PBS as an intervention model. The thesis begins by presenting a total population study regarding the prevalence of challenging behaviour (chapter 2). This study investigates the associated correlates of challenging behaviour, and is the first study to consider the cumulative association of these correlates and propose ways to measure cumulative risk. Chapter 3 considers an impact of challenging behaviour – the high incidence of psychotropic medication use - and explores prescribing patterns associated with various topographies of challenging behaviour. In chapter 4, population data from the Behaviour Problems Inventory – Short Form (Rojahn et al. 2012) are used to estimate norms, clinically significant change and reliable change statistics. This chapter also provides guidance through examples on how this information can be used in research and clinical practice to enable practitioners to evaluate behaviour change in a more robust manner. Chapter 5 is an evaluation of outcome data from a peripatetic PBS service and, for the first time in research, considers statistically meaningful behaviour change (utilising evidence from Chapter 4), quality of life and social validity impacts. Finally, in chapter 6, findings from the four empirical studies are discussed in relation to theoretical implications. Implications for further research and practice in the field of PBS are proposed in chapter 6.
18
Martin, Neil. "Behavioural effects of long-term multi-sensory stimulation : the benefits of the #Snoezelen' experience". Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389642.
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Anderson, Maggie. "The importance of ambivalence : caring for people with learning disabilities who engage in self injurious behaviour". Thesis, Open University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336977.
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20
Rahman, Barzan. "An applied behaviour analytic approach to challenging behaviours shown by survivors of traumatic brain injury". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/302/.
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Challenging behaviours are often shown by survivors of traumatic brain injury, especially those with severe injuries. Challenging behaviours are a significant obstacle in the achievement of a successful rehabilitative outcome. A meta-analysis was conducted and it was found that interventions based on operant conditioning techniques were effective in treating challenging behaviours. However, the treatment outcome of learning based interventions can be enhanced by predetermining the function served by the challenging behaviour. Various functional assessment methods can be used, which were analysed in this study. A detailed descriptive analysis was conducted with nine participants. The findings showed that challenging behaviours were precipitated and maintained by social contingencies. Further analyses revealed that functionally equivalent challenging behaviours were structured either hierarchically or sequentially. Identification of precursor behaviours can facilitate the rehabilitation process. A structured descriptive assessment was used for the first time with the traumatic brain injury population. This new functional assessment method proved to have great clinically utility.
21
Plows, Victoria. "Challenging interactions : an ethnographic study of behaviour in the youth club". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5847.
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Young people’s challenging behaviour in the school classroom and elsewhere has long been subject to research and policy attention. Despite inherent definitional difficulties, challenging behaviour is often constructed as a product of an individual young person’s pathology (whether biologically, psychologically or socially determined). Adopting an alternative starting point, this study focuses on a youth work setting and conceptualises challenging behaviour as something created in and through social interaction. The aim of this study is to contribute to a contextualised understanding of challenging behaviour as a social phenomenon that ordinarily arises when working with young people. As an exploratory study of everyday youth work practices, a year-long ethnographic study was conducted of an open-access youth club, located in a Scottish secondary school. Data were generated through participant observation, interviews, question sheets and written evaluation records. The data were analysed to identify significant themes facilitating the construction of a meaningful and accurate account of challenging interactions in this youth club. The thesis suggests that ‘doing’ and drawing attention to challenging behaviour functions to delineate the boundaries around acceptable and unacceptable behaviour in the youth club. Challenging behaviour plays a substantial role in the social interactions of this setting, linked to personal and professional identities. The youth club is described as a chaotic (dynamic, bodily and playful) space, where challenging behaviour is expected and normalised yet it is still identified and disciplined. The study suggests it is difficult to reach a subjective contextual definition of challenging behaviour because although certain types of behaviour are repeatedly acknowledged as problematic, in practice there are inconsistencies in whether and how these behaviours are challenged. Challenging interactions are argued to emerge in the negotiation of control over the behaviour of self and others. The research indentified ‘humour’ and ‘playfulness’ as significant in the construction, diffusion and emotional management of recurring challenging interactions. The study concludes that it is fruitful to conceptualise challenging behaviour as a social phenomenon - something created in the moment - in advancing an understanding of the complexity of working with young people perceived to be challenging. The findings, and limitations, of this study suggest that it would be useful to conduct further research into: the emotional aspects of challenging interactions; potential age and gender differences in negotiating challenging interactions; and the relationship between challenging behaviour, creativity and transformative actions.
22
Lucas, Victoria L. "The causal attributions of classroom staff toward the challenging behaviour of children with learning disabilities : assessing attributions using vignette methodology or real incidents of challenging behaviour". Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426881.
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Spencer, Alison. "Gender effects and aggressive challenging behaviour in people with learning disabilities". Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390561.
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Kurki, K. (Kristiina). "Young children’s emotion and behaviour regulation in socio-emotionally challenging situations". Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526216973.
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Abstract This dissertation focuses on young children’s emotion and behaviour regulation in educational settings. The purpose is to explore its emergence in socio-emotionally challenging academic and social activities in order to understand the contributing individual and interactional factors. The dissertation consists of three studies conducted in two contexts, a classroom and an open day-care. The results are reported in three empirical articles. Study I explored children’s strategic activities and success in regulating emotions in challenging classroom situations. Studies II and III were performed in a day-care context. Study II focused on teachers’ perspectives and investigated their use of co-regulation strategies in challenging situations and their awareness of their strategy use. Finally, Study III investigated children’s use of emotion and behaviour regulation strategies in these same situations and the composition of children’s strategic activities in interaction with teachers and peers. Data were collected using video observations, video-stimulated recall interviews and the questionnaire assessing children’s social competence. The results indicate that the children use various emotion and behaviour regulation strategies in socio-emotionally challenging situations. In the day-care context, their strategies were mostly focused on regulating the environment, whereas in the classroom context, their strategies, especially among the more socially skilled children, were focused on regulating themselves. As well, the teachers’ co-regulation strategies were focused more on children’s activities than their emotions. Moreover, the study indicates that children’s regulatory interactions are affected not only by their different skill levels but also by peer interactions and teachers’ involvement. The study results contribute to the understanding of young children’s processes and abilities to regulate emotions in everyday challenges in educational settings and, thus, increase awareness of how teachers can support these regulatory processesTiivistelmä Tässä väitöstutkimuksessa tutkitaan päiväkoti- ja peruskouluikäisten lasten tunteiden ja käyttäytymisen säätelyä koulussa ja avoimessa päiväkodissa. Tavoitteena on selvittää erityisesti, miten lasten tunteiden ja käyttäytymisen säätely ilmenee oppimiseen tai sosiaalisiin tilanteisiin liittyvissä sosio-emotionaalisissa haasteissa ja ymmärtää lasten tunteiden ja käyttäytymisen säätelyyn vaikuttavia yksilöllisiä ja vuorovaikutuksellisia tekijöitä. Tutkimus toteutettiin kahdessa kontekstissa: peruskoulussa ja avoimessa päiväkodissa. Se koostuu kolmesta empiirisestä osatutkimuksesta, joiden tulokset on raportoitu kolmessa artikkelissa. Osatutkimuksessa I selvitettiin millaisia sosio-emotionaalisia haasteita lapset kokivat peruskoulun luokkahuonetilanteissa ja miten he käyttivät tunnesäätelystrategioita näissä tilanteissa. Osatutkimus II tutki, miten opettajat säätelivät lasten tunteita ja käyttäytymistä haasteellisissa tilanteissa avoimessa päiväkodissa ja miten tietoisia he olivat käyttämistään strategioista. Osatutkimus III selvitti puolestaan, millaisia säätelystrategioita lapset käyttivät samoissa sosio-emotionaalisesti haastavissa tilanteissa. Osatutkimus selvitti myös, miten lasten käyttämät strategiat olivat yhteydessä vuorovaikutukseen opettajan ja ikätoverien kanssa. Tutkimuksen aineistona käytettiin video-taltiointeja autenttisista koulu- ja päiväkotitilanteista, opettajille järjestettyjä videostimuloituja haastatteluja ja lasten sosiaalista kompetenssia arvioivaa kyselyä. Tutkimustulokset osoittavat, että lapset käyttävät monenlaisia tunne- ja käyttäytymisen säätelystrategioita haasteellisissa tilanteissa. Päiväkoti-ikäisten lasten säätelystrategiat pyrkivät enimmäkseen vaikuttamaan muiden toimintaan, kun taas kouluikäiset, erityisesti sosiaalisesti taitavat lapset, säätelevät haasteellisissa tilanteissa enemmän itseään kuin ympäristöä. Tulosten mukaan opettajat kohdistavat säätelystrategiansa haasteellisissa tilanteissa enemmän lasten toimintaan kuin heidän tunteisiinsa. Kaiken kaikkiaan tulokset osoittavat, että lasten säätelystrategioihin vaikuttavat sekä heidän omat taitonsa että opettajien aktiivinen puuttuminen ja vuorovaikutus ikätoverien kanssa. Tutkimus korostaa opettajan tuen merkitystä lasten tunteiden säätelyprosesseissa lasten koulun ja varhaiskasvatuksen arjessa
25
McClintock, Karen J. "The characteristics of children with intellectual disabilities who show challenging behaviour". Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408354.
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Background: The aim of the research was to identify possible predisposing and maintaining risk markers for presence, severity and stability of challenging behaviour. Method: Three studies were conducted: 1) a meta-analysis of epidemiological research, 2) a study of the characteristics of children with challenging behaviour and a comparison group, and 3) an observational study of functional communication Results: Results of the meta-analysis suggest that degree of intellectual disability, autism and communication impairments are associated with challenging behaviour. Results of the second study suggest that a) compulsive behaviour and autism spectrurr behaviour are associated with presence but neither severity nor stability of challenging behaviour, and b) greater degree of intellectual disability, stereotyped behaviour, and poor communication and socialisation skills were not associated with presence, severity or stability. Results of the third study suggest that children with frequent challenging behaviour display functionally communicative behaviour. Discussion: Compulsive behaviour and autism spectrum behaviour are possible predisposing risk markers that within an early intervention strategy could be used to identify children at high-risk for challenging behaviour. Communication impairment was not a central risk marker. Further research is needed to examine how risk markers interact with operant processes to increase risk for maintenance of challenging behaviour
26
Williamson, Andrew Ian. "Cognitive emotional analysis of support workers' reaction to challenging behaviour in adults with learning disabilities". Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/4295.
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Previous research has explored the applicability of Weiner’s (1986) attributional model of helping behaviour to support workers of people with learning disabilities regarding challenging behaviour using optimism as a measure of the expectancy of success. No research has investigated the applicability of Weiner’s (1993) attributional model of helping behaviour to this group which gives a role to attributions of responsibility. Other research has found that self efficacy affects emotional response to challenging behaviour. The aim of the current research was to examine the relative applicability of these two theories to support workers regarding challenging behaviour using self efficacy as a measure of the expectancy of success. Method A total of 88 support workers completed measures addressing causal attributional dimensions, emotional reactions, attribution of responsibility, self efficacy and willingness to help in response to each of three vignettes regarding the challenging behaviours of aggression, self injury and destruction of property. Data was analysed using Spearman’s r correlations. Results None of the hypothesised significant correlations were found between measures of causal attributional dimensions and measures of responsibility or self efficacy. Attributing responsibility for the development of a challenging behaviour to the person engaging in it was significantly positively correlated with negative emotion. Self efficacy was significantly negatively correlated with negative emotion and significantly positively correlated with willingness to help. Emotional reaction was not significantly correlated with willingness to help. Conclusions The results provided little support for Weiner’s (1993) attributional theory of helping behaviour but provided more support for the expectancy of success aspect of Weiner’s (1986) theory and indicated that self efficacy is a useful measure of the expectancy of success. No firm conclusion could be drawn as to whether the failure to find significant correlations between causal attributions and other aspects of the theories was a genuine finding or due to the modified use of the Challenging Behaviour Attributions scale. It is concluded that a measure specifically designed for measuring causal attributional dimensions in this area is required. It is also concluded that low self efficacy may contribute to the development and maintenance of challenging behaviour via its impact on support workers’ intent to help. Efforts should therefore be made to raise support workers’ self efficacy by altering the perceived cause of challenging behaviour and highlighting to support workers the role of their level of effort, adherence to support plans and the role of any temporary external factors in the development and maintenance of challenging behaviour.
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Woolls, Samantha. "Challenging behaviour in people with learning disabilities : the goodness of fit of Positive Behavioural Support plans". Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/8689/.
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Challenging behaviour in individuals with a learning disability can significantly impair the health/quality of life of the person themselves, those who care for them and those who live or work in close proximity (Emerson, 2002). Appropriate and ethical management of these behaviours is important for the well-being of both the individual and direct-care staff. Positive Behavioural Support (PBS) is a values-based behavioural technology that has been found to be effective in supporting people with learning disabilities and challenging behaviour and increasing their quality of life (e.g. Carr et al. 1999). However the application of PBS to real-world settings does not feature strongly in the research and therefore specific factors that contribute to the successful implementation of PBS have not been identified through research. Direct-care staff are crucial to implementing behavioural interventions with people with learning disabilities, yet their perspective is neglected in the literature. The main aim of the present study was to use qualitative methodology to explore the perspectives of direct-care staff working with PBS of what helps the successful implementation of PBS with people with learning disabilities and challenging behaviour. The perspectives of clinicians working with direct-care staff were also explored with the aim of identifying the extent of agreement between direct-care staff and clinicians. This study used semi-structured interviews with direct-care staff, and a focus group with clinicians. Verbatim transcripts were then analysed using a Grounded Theory approach. From the analysis, six core concepts emerged. These were, ‘Service delivery’, ‘External support’, ‘Internal Support’, ‘Mediators’ and ‘Delivery of PBS’, all of which combined to affect the ‘Goodness of Fit’ of PBS. Some factors were considered more important than others, such as the relationship between clinician and direct-care staff, the commitment of the organisation to PBS and the attitude of direct-care staff. The factors were diverse and highlighted the complexity of implementing PBS in community settings. The implications of the study for both services and clinical practice were discussed and recommendations made.
28
Mossman, Dominique. "The relationship between challenging behaviour and the behaviour of others : a consideration of the role of emotion". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340308.
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Fripps, Linda Emily. "Challenging behaviour and inclusion in a secondary school : Perceptions, policies and practices". Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534390.
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Cameron, Brenda. "Teachers' narratives surrounding challenging behaviour in inclusive classroom settings : research project report". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/3099.
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Special education has undergone significant restructuring in New Zealand in recent
years and the majority of students presenting with challenging behaviour are now in
inclusive educational settings. This study investigates how teachers use narrative to
make sense of challenging behaviours in their professional lives; in doing so it focuses
attention on the importance of listening to teachers' voice. I argue that key episodes
and epiphanal experiences inform teachers' practice when working with challenging
behaviour and that narrative inquiry and the illumination of life expenences,
encourages a sense of interconnectedness, through the sharing of stories.
31
Al-Zyoudi, Mohammed Hamzeh. "Addressing the needs of pupils with challenging behaviour in Jordanian special schools". Thesis, Queen's University Belfast, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395453.
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Bartholomew, Susan Nicolet. "What is the relationship between challenging behaviour, staff burnout and job performance?" Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5282/.
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This thesis is submitted in partial fulfillment of the degree of Doctorate of Clinical Psychology (Clin.Psy.D.) at the University of Birmingham. It comprises two volumes, a research component and a clinical component. Volume I comprises three sections, a systematic literature review paper, empirical paper and a public dissemination document. The literature review examines the literature for a link between staff stress and burnout on their job performance within learning disabilities services in the UK. The empirical paper follows on from the literature review and investigates whether there is a relationship between service users’ challenging behaviour, burnout and job performance of staff within these services. Finally, there is a public dissemination briefing paper provides an executive summary of the empirical paper. Volume II includes, five Clinical Practice Reports (CPR), four written and one oral presentation, describing work completed while on clinical placements for adult, child, learning disability, physical and mental health opportunities.
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Waters, Paul. "Challenging behaviour assessment in individuals with intellectual disabilities and autism spectrum disorder". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7046/.
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The systematic review examines the association between gastrointestinal disease and behavioural change in individuals with intellectual disabilities and Autism Spectrum Disorder. A systematic search of literature databases identified fourteen relevant research articles. Several behaviour classes associated with gastrointestinal disorder were identified, including challenging behaviour, sleep problems, and anxiety and mood related behaviours. Multiple forms of gastrointestinal disorder were also identified as did the quality of its assessment. There was varying degrees of evidence for an association between certain behaviours and gastrointestinal disorders due to assessment methods and behavioural definitions. The empirical paper reports the development of a challenging behaviour report form. A functional assessment tool and protocol was developed to take into account various factors when assessing challenging behaviour such as pain related behaviours, affect, and precursor behaviours. The assessment was trialled on footage of experimental functional analysis of non-verbal children with Autism Spectrum Disorder. The development of the assessment and inter-observer agreement is reported as well as future directions in the development of the assessment. Volume I also contains a public domain briefing paper, which provides an overview of the systematic review and empirical study.
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Davies, Louise. "The association between pain, low mood and challenging behaviour in intellectual disability". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3902/.
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Both volume I and II of this thesis are submitted in partial fulfilment of the requirements for the degree of Doctorate of Clinical Psychology (ClinPsyD) at the University of Birmingham. Volume I includes the research component, comprising of three papers; a literature review, empirical paper and public domain briefing document. Both the literature review and empirical paper were prepared for submission to the American Journal on Intellectual and Developmental Disabilities, although contrary to journal requirements (see Appendix A for author’s guidelines), tables and figures have been integrated into the text. Volume II includes the clinical component, comprising of five papers; a formulation of one client from two psychological perspectives, a service evaluation, a single case experimental design and two case studies. Client anonymity is ensured throughout through the use of pseudonyms which have been applied to all individuals included within each report.
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Eden, Kate Elizabeth. "The association between pain and challenging behaviour in people with intellectual disability". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/3973/.
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Pain is difficult to identify in individuals with intellectual disability. In addition to alleviating discomfort, it is important to recognise pain in these individuals as it may be associated with challenging behaviour. A number of studies were conducted, which demonstrate a positive association between pain and challenging behaviour in people with intellectual disability. Gastro-oesophageal distress was associated with increased rates of challenging behaviour. Individuals with Tuberous Sclerosis Complex, a genetic syndrome associated with painful tumours, were shown to engage in higher rates (although not statistically significant) of challenging behaviour compared to individuals with Down syndrome, a low-risk pain group. Several psychometric properties of observational pain measures; the FLACC, NCCPC-R and direct pain behavioural codes, were appraised. The most robust pain measures were used to further demonstrate the association between pain and challenging behaviour and to examine the difference in pain scores between individuals with environmentally functional compared to non-functional challenging behaviour. The temporal relationship between behavioural indicators of pain and self injury was also assessed. Results indicated that pain may precede self injury in some individuals. The results reported in this thesis demonstrate the importance of addressing the influence of pain and environmental factors when assessing and treating challenging behaviour.
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Poole, Jennifer Amy Forbes. "Challenging common sense about nonsense : an integrational approach to schizophrenic language behaviour". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8993.
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Includes bibliographical references (leaves 159-168).Due to certain fundamental flaws, orthodox linguistics has not succeeded in producing a coherent account of 'schizophrenic language' - the host of symptoms that are alternatively characterised as evidence of formal thought disorder or labelled as disorganised speech, a disorder in itself. The most important of these flaws are its treatment of languages as fixed codes, which doubles as an explanation of how linguistic communication works, and its postulation of the mental structures that would be necessary if languages were indeed fixed codes, and communication a matter of encoding and decoding messages. In particular, orthodox linguistics has bolstered the now-dominant neo-Kraepelinian, biomedical account of schizophrenia, which treats utterances as symptoms that give clues to brain (dis)organisation and (dys) function. Integrational linguistics, which criticises the culturally based assumptions - collectively referred to as 'the language myth' - that are at the heart of the orthodox account of languages and language, provides an alternative. It sympathises with the growing trend in cognitive science and philosophy towards 'embodiment' and 'distributed cognition', which recognises that encultured entities like languages, minds, brains, bodies, and world are intrinsically defined by their co-evolution in the species, and co-emergence during an individual's development. Integrationists argue that by focusing in the first instance on second-order cultural constructs called 'languages', orthodox linguistics fails to give an account of the first-order experience of language users. This thesis approaches the topic of 'schizophrenic language' from a broadly integrationist perspective in order to demonstrate that because orthodox linguistics is so widely taken for granted in psychiatry, its biases inform current mainstream accounts of schizophrenic language, motivate the outright dismissal of interpersonal accounts, past and present, and provide a skewed picture of the phenomenon it purports to be describing, by ultimately constructing an individual-focused, deficit-based account of what is not, as opposed to what is. That is, by holding up orthodox linguistics' idealised version of communication and speakers (which has little applicability even to 'normal' language users), it uses deviation from the ideal as description and explanation, rather than recognising the strategies actually employed by schizophrenics in their attempts to make sense, even if these attempts fail. The alternative argued for here is to apply the tenets of integrationist linguistics to schizophrenic language behaviour, to give a fuller account of communication situations involving schizophrenics and normal interlocutors. As a result, this thesis calls for a reformulation of the idea that incomprehensibility stems from deviant speech, itself the product of an irrational brain. 'Sense', 'deviance' and 'irrationality' are a moment-to-moment metalinguistic appraisals made by language users, second-order cultural constructions that shape the speech community's response to certain individuals. Describing the speech of schizophrenics as 'deviant', 'irrational', or 'nonsensical' constrains their jointly-constructed capability of making sense using the resources (which may include other individual's minds) at their disposal. Integration linguistics thus brings into focus a moral and political dimension to such descriptions which is obscured by an orthodox linguistics-biased biomedical approach.
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Fenwick, Annabelle S. C. "Carers' perceptions of challenging behaviour : relationships with emotions, psychological adjustment, coping responses and beliefs about behavioural interventions". Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342296.
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Jones, Daniel. "Teachers' perceptions of 'challenging behaviour' and the usefulness of peer support training in helping teachers manage classroom behaviour". Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520302.
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Cawley, James. "Natural repertoires of functional communication in children with learning disabilities and challenging behaviour". Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397205.
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Thomas, Susan. "Challenging behaviour in older adults : a study of care staff attributions and management". Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/31323.
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Objectives. The aim of this study was to explore the application of Weiner's attributional theory of motivation and emotion to care staff working with older adults with challenging behaviour. The research aimed to examine the effect of challenging behaviour type and dependency levels on attributions and the role of optimism and positive affect as mediators for willingness to care for and change patients' behaviour. The study further aims to investigate associations between attributions and management of challenging behaviour by care staff, including abusive and depersonalising actions. Design. A two-factor repeated measures design was used to examine the relative effect of dependency and challenging behaviour upon ratings of attributional dimensions, affect, optimism, and two variables of care staff behaviour. Correlations and path analysis were employed to examine the role of affect and optimism upon the care staff behaviour variables. ANOVAs and correlations were used to examine the effect of challenging behaviour type and dependency upon management strategy use and correlations were used to examine relationships between attributions, affects and management strategies. Method. The participants were 46 unqualified care staff working in specialist NHS mental health residential settings for older adults. Participants rated six vignettes of scenarios of challenging behaviour of older adults for attributions, affects, optimism, and willingness to care for and change the behaviour of the client. Care staff also rated the likelihood that they would use a variety of management strategies in response to the behaviour. Results. Significant differences in attributions were found for different dependency levels and challenging behaviour types. Correlations and path analysis showed that caring for clients was inversely predicted by negative emotion, which was predicted by control. Willingness to change the client's behaviour was best predicted by optimism, which was inversely related to attributions of stability. Abusive strategy use was significantly higher for high dependency clients and was associated with negative affect. Conclusion. The results are consistent with Weiner's attributional theory of motivation and emotion and are discussed in relation to previous research and the wider literature. Clinical implications of the research in the areas of staff training and selection are discussed, as are suggestions for future research.
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Tree, Joanne Leslie. "What helps students with challenging behaviour make a successful transfer to secondary school?" Thesis, UCL Institute of Education (IOE), 2011. http://eprints.ioe.ac.uk/19975/.
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Crossland, Tom Raymond. "Care-staff perceptions of challenging behaviour in adults with autism and learning disabilities". Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:2473.
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This portfolio thesis has three parts. The first part is a systematic literature review, in which the theoretical, conceptual and empirical literature relating to care-staff perceptions of challenging behaviour in people with learning disabilities is reviewed. It aims to present an outline of a wide variety of factors that can affect how care-staff think about the challenging behaviour of their clients. Part two is an empirical paper, which explores the effect the diagnostic label autism has on the perceptions of challenging behaviour that care-staff, who work in learning disability services, hold. To achieve this, four different vignettes and a number of questionnaires were used to assess cognitive and emotional reactions to people who have been diagnosed with autism, or a learning disability. This study also used the data collected to test the concurrent validity of two new questionnaires, the Challenging Behaviour Perceptions Questionnaire and the Challenging Behaviour Representations Questionnaire. Part three is the appendices, which include various relevant materials that are reproduced, a reflective statement on the process of completing this portfolio plus additional information.
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Oliver, Jane C. "Teacher resilience and the perspectives of secondary school teachers on pupils' challenging behaviour". Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6282/.
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This research is about the challenging behaviour of pupils in secondary schools and how this behaviour is perceived and experienced by their teachers. The impetus for the research came from my work as a teacher with pupils who had been excluded from school. The spur was the significant rise in permanent exclusions from maintained schools in England and Wales in the decade following the implementation of the 1988 Education Reform Act. The research began in 2000. It is a piece of small-scale educational research, which had a two stage research design. The perspective taken was phenomenological within a naturalistic paradigm. In the first stage of the research design questionnaires were distributed to all the teachers and teaching assistants in two secondary schools in an area of social deprivation in a suburb of London. These questionnaires were intended to elicit information about teacher perspectives regarding challenging behaviour. In stage two of the research design in-depth interviews were held with five teachers from one of the two schools. These teachers were interviewed up to six times each over a period of several months as I attempted to track their interactions and experiences with a pupil whom they had identified as having challenging behaviour. The data from the questionnaires revealed that a significant majority of the teacher respondents believed that incidences of challenging behaviour were increasing. The second stage of the research explored what these teachers meant by challenging behaviour and what challenging behaviour meant for them. The analysis of the data from these interviews revealed that for this group of teachers challenging behaviour predominantly meant disruption to their lessons. A key issue to emerge from the project was that of teacher resilience in relation to managing challenging behaviour. The main findings of the thesis explore issues around the relationships between teachers and pupils with challenging behaviour. A model is proposed which illustrates levels of persistence on the part of the teachers when they are engaged with pupils with challenging behaviour. The model explores differing responses from teachers when managing what they perceived as challenging behaviour. It illustrates how and whether they disengage with the process of actively trying to make the pupils conform to classroom expectations in order to achieve learning outcomes. The model illustrates the inter-relationship of characteristics of teacher resilience and demonstrates how resilience plays a part in determining whether teachers are able to manage disruptive behaviour in the classroom in order to achieve learning outcomes.
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Howell, Hilary Helen. "Children with learning disabilities and challenging behaviour : an IPA study exploring how key stakeholders construct meanings around challenging behaviour and how this affects people's relationships and experiences of giving and receiving help". Thesis, University of East London, 2016. http://roar.uel.ac.uk/5019/.
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This multi-perspectival Interpretive Phenomenological Analysis (IPA) study explored how people in the ‘networks of concern’ talked about how they tried to make sense of the challenging behaviours of four children with severe learning disabilities. The study also aimed to explore what affected relationships between people. The study focussed on 4 children through interviewing their mothers, their teachers and the Camhs Learning Disability team members who were working with them. Two fathers also joined part of the interviews. All interviews were conducted separately using a semi-structured approach. IPA allowed both a consideration of the participant’s lived experiences and ‘objects of concern’ and a deconstruction of the multiple contexts of people’s lives, with a particular focus on disability. The analysis rendered five themes: the importance of love and affection, the difficulties, and the differences of living with a challenging child, the importance of being able to make sense of the challenges and the value of good relationships between people. Findings were interpreted through the lens of CMM (Coordinated Management of Meaning), which facilitated a systemic deconstruction and reconstruction of the findings. The research found that making sense of the challenges was a key concern for parents. Sharing meanings were important for people’s relationships with each other, including employing diagnostic and behavioural narratives. The importance of context is also highlighted including a consideration of how societal views of disability have an influence on people in the ‘network of concern’ around the child. A range of systemic approaches, methods and techniques are suggested as one way of improving services to these children and their families. It is suggested that adopting a ‘both/and’ position is important in such work - both applying evidence based approaches and being alert to and exploring the different ways people try and make sense of the children’s challenges. Implications for practice included helping professionals be alert to their constructions and professional narratives, slowing the pace with families, staying close to the concerns of families and addressing network issues.
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Watson, Tania Katrina. "Disability and challenging behaviour in schools : the necessity for a culpability model of disability". Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3596.
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This research contributes to the field of disability studies, and that of education, by challenging the continued practice of holding accountable persons with a neurodevelopmental disability for the behavioural manifestations of that disability. This is a tendency found inadequately explained by either established or emergent models of disability. This study also identifies that in the wider field there is limited parental narrative available to offer an embodied perspective of the implications of neurodevelopmental disability, nor the childhoods these produce. This is considered a primary barrier toward understanding the reality of challenging childhood and the scope of disability accountability in the UK. Neurodevelopmental disabilities have expanded both in range and prevalence throughout the previous four decades, they now affect 3-4% of all children. Disproportionate tendency to accord blame within this population is revealed by both the reasons cited for official school exclusions and the population most vulnerable to exclusionary sanction. Differentiation is made in this thesis between blame and accountability, as it is contended that whilst all persons with a behavioural impairment are accountable in principle for the manifestations of their disability, blame per se, refers to specific individual acts and is impacted upon by wider social indices. This thesis introduces the term ‘challenging childhoods’, and refers to childhoods which exceed the normal excesses of childhood, typically witnessed during key developmental miles stones (for example adolescence). Rather this thesis privileges childhoods which through disability, defy control, and are as a result overwhelming, both for schools and for parents. Throughout this thesis I refer to discrete diagnostic classifications as medical labels, this is a strategic term which acknowledges that disability classifications are contested as is the medical model to which they are aligned. This thesis offers an original contribution to knowledge through the development of a Culpability Model of Disability. This model highlights the vulnerability to accountability referenced above, and charts the juncture where physical and psychological disabilities digress. This is termed the twin pathways of attribution ii and charts how persons with physical disabilities are protected from discrimination under the Equality Act 2010, whilst for those with psychological disabilities, these rights are qualified in law. The primary reason identified for this digression is based upon potential or actual impact on others, and this is cited to be key to the disavowal of equality rights. Two incompatible responsibilities are identified in the school context, serving to exacerbate accountability tendencies. These are a need to maintain and improve standards, through summative output, alongside also the need to be inclusive as demanded legislatively. The Culpability Model posits it to be the resolution of these tensions which is fundamental to both accountability and to exclusionary response. This research, inspired by my own parenting experience and research output from a prior study, adopts an analytical autoethnographic approach to interrogate the nature of disability challenge and accountability in the UK school context. Three areas of challenge were highlighted through experience, firstly the medical legitimacy accorded to a disability classification, secondly, perceptions around the accuracy of diagnosis and finally accountability for the behavioural effects of a disability which are considered medically to be diagnostic criteria. Using qualitative methods, the study engaged three main groups, teachers, SENCOs and families. Methods included self-complete diamond ranking exercises and guided face to face and free narrative interviews. Further data was generated from two longitudinal volunteering placements in the special sector, alongside individual interviews with Baroness Warnock and Leslie Henderson, founder of a North East autism charity. Blame emerges as a pervasive theme and is revealed through ongoing causational discourses, framed around a nature versus nurture distinction. I concluded that psychological disabilities are stimulating of punitive responses when ‘behaviour’ is an issue, alongside an increased tendency to confer personal and familial blame. This thesis concludes that accountability and disposition to accord blame are illogical under the tenets of a medical understanding of disability, and as such are considered to be discriminatory.
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Waite, Jane Elisabeth. "The correlates of challenging behaviour in intellectual disabilities : child characteristics, parental cognitons and wellbeing". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4514/.
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This thesis consists of two volumes that are submitted by Jane Waite as part of the Clinical Psychology Doctorate, University of Birmingham. The first volume includes two papers prepared for publication in Research in Developmental Disabilities and the Journal of Applied Research in Intellectual Disabilities respectively. The first paper is a literature review integrating research on well-being in parents of individuals with intellectual disabilities and research on correlates of challenging behaviour. The second paper is an empirical study investigating parental perceptions of self-injury, aggression and destruction of property, and associations with child characteristics. In addition, a public domain briefing document is included in Volume I that summarises these papers in an accessible format. Volume II of this thesis consists of four clinical practice reports and an abstract for an oral presentation presented in place of a written report. The first report describes the assessment of a fifty year old woman with depression and a mild intellectual disability. Formulations are presented from a cognitive-behavioural and systemic perspective. The second report describes a service evaluation that was conducted to gather information about service users’ experience of an intellectual disability service. This report presents recommendations for how the service can be developed to support clients with profound intellectual disabilities. The third report describes the assessment, formulation and intervention of generalised anxiety disorder in a thirty-five year old woman. A functional analysis of a twelve year old girl with repetitive screaming is presented in report four. Finally, the abstract for report five describes a service evaluation of health professionals’ knowledge of older family carers' needs, and the influence of this knowledge on their practice.
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Stewart, Inga. "Attributions regarding 'challenging behaviour' within an acquired brain injury setting : a grounded theory analysis". Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/31246.
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The current literature suggests that neurorehabilitation can benefit people diagnosed with acquired brain injury (ABI); however the presence of behaviour deemed challenging (CB) may constrain access to services and attainment of rehabilitation potential. Following a systematic search, a narrative review of the literature concerning the cognitive concept of 'Attribution Theory' is presented in terms of its theoretical and clinical findings, and methodological limitations. An alternative approach to the literature is then considered according to a discursive view of traditional psychology. Instead attributions are considered as something speakers perform in their accounts as a form of social action. This discursive consideration of language informed a Social Constructionist Grounded Theory methodology. Eleven clinical staff from a specialist brain injury rehabilitation hospital participated, eight in one-to-one interviews and three in a focus group. Within their accounts, participants were observed to make attributions relating to CB. Three central categories of talk were found: attributions about internal location and about external location in relation to CB, and combinations of the two. Participant accounts were considered according to specific attributions, as well as the actions performed by these attributions. The conclusions are discussed in relation to the literature, the study's methodological limitations and a critical reflection. This study reflects the capacity of talk as more than mere description of inner experiences or outside observations. The findings open up the possibility of these attributions being apparent in relation to behaviour deemed problematic. This has implications for individual members of staff and services, and consequently for patients, where language might be rarely considered beyond its apparent content. It is proposed that the position of often taken-for-granted attributions produced within clinical settings in relation to patients classified as 'challenging' needs to be acknowledged, and such reflection needs to be integrated into training, intervention planning and supervision.
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Bradshaw, Jill. "Staff attributions of challenging behaviour and perceptions of communication in adults with learning disabilities". Thesis, Manchester Metropolitan University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540985.
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Fitz-Gerald, Emma Louise. "The impact of attributions on the understanding and management of challenging behaviour in schools". Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/417278/.
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Although attribution theory has been well documented within the literature and applied to teaching, learning, and behaviour in the classroom, there has yet to be a systematic review of the literature pertaining to teacher attributions of challenging behaviour. This literature review set out to combine the evidence based in a systematic and critical way in order to answer the following questions: What attributions are teaching making around challenging behaviour in the classroom? In what way do these attributions impact on their management of behaviour in the classroom? Seventeen studies were included which explored causal attribution alongside controllability, types of behaviour, teacher factors, interventions, and referrals. Results indicate that teachers mainly make causal attributions which are external to themselves, which are mediated by perceptions of control, responsibility, and self-efficacy. In particular behaviour was seen as most difficult to manage when teachers attributed it to pupil or home factors, pupils were perceived to be in control of their behaviour, and the behaviour was thought to be stable over time. Limited links between attributions and referral decisions were found. Implications for EPs were discussed, in particular supporting teacher self-efficacy for classroom management. Pupils displaying challenging behaviour are the population included in mainstream schools with the least success, with their behaviour regularly leading to fixed-term exclusions or placement in alternative provisions. Research has found the attributions teachers make about the causality of pupil behaviour can impact on subsequent behaviour management strategies in the classroom. However, attempts to understand the complexity of attribution processes has yet to be explored in a satisfactory way. In addition, the beliefs and attributions of the pupils themselves have remained largely unexplored. This study examined the perceptions of 10 secondary school staff teachers and five pupils, through semi-structured interviews. Thematic analysis yielded six major themes within the data corpus relating to behaviour, behaviour management and the use of fixed-term exclusion. Results revealed four clear causal attributions for challenging behaviour in the classroom, which alongside mediating factors, such as self-efficacy, time and effort needed, and, remorsefulness, were related to either a helpless or hopeful discourse. Within the staff data set, conflict between static and flexible systems for managing behaviour was also seen. Implications for EPs are discussed in relation to building the resilience of teachers and schools in order to maintain the support for these pupils within mainstream settings.
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Hardiman, Rebecca Lyndsey. "Challenging behaviour in Fragile X Syndrome : investigating its association with environmental and physiological factors". Thesis, University of Kent, 2018. https://kar.kent.ac.uk/67561/.
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Challenging behaviours (CBs) are a common issue amongst individuals with Fragile X Syndrome (FXS). The aim of the present thesis was to further understanding of this issue, through exploring physiological factors which may have a motivative influence upon the operant learning of CBs in this group. Analysis of prior literature highlighted that CBs were most commonly negatively reinforced amongst males with FXS. This may reflect an elevated motivation to escape from stressors, associated with atypical stimulus-bound arousal. Accordingly, prior data suggest autonomic hyperarousal and a systematic literature review suggested that the hypothalamic-pituitary-adrenal axis may be implicated in males with FXS. However, the relationship between arousal and escape-maintained CB had not previously been explored, and so was addressed through two empirical studies. In the initial study, CBs were observed in a natural environment, alongside explorations of circadian rhythmicity of salivary arousal measures (cortisol and α-amylase) in boys with FXS and unaffected siblings. Whilst between-group differences were apparent in arousal measures, there were no associations with observed behaviours in the FXS group. In a subsequent study, behaviour and physiological responding were measured in response to a structured demand assessment, amongst individuals with intellectual disability and males with FXS. Despite between-group differences in behaviour, no differences in physiological responding or physiology-behaviour relationships were observed. A final exploratory study of parental reports of the behavioural and emotional timecourse of instances of CBs was conducted, in order to guide future research. Together the results suggest that initial hypotheses were overly simplistic and that a broad range of aspects of the FXS phenotype must be accounted for when explaining CBs in this group. Implications for future research and practice are discussed.