The Self‐Injury Behavioural Understanding Questionnaire (SIBUQ) is a 27‐item multiple response format questionnaire developed to examine the adoption of a behavioural perspective on self‐injurious behaviour (SIB). The questionnaire comprises three subscales (Knowledge, Action and Causal Explanation) to which there are six response types designed to elucidate types of causal explanations and likely responses to SIB given particular scenarios. Test‐retest reliability of the total score and response types within subscales is acceptable for most response types. The questionnaire was administered to four groups: contact (individuals in close contact with someone showing SIB), hospital staff (individuals in close contact with people with intellectual disabilities but not necessarily SIB), behavioural unit (individuals working on a unit for children with challenging behaviour which adopted a behavioural perspective) and behaviourally trained (individuals with formal qualifications in a behavioural approach to challenging behaviour). Comparisons between groups revealed significant differences on the total score, and all subscales. Post hoc analysis revealed that the contact group scored significantly lower than all other groups on all subscales. This group were also significantly more likely to choose a response which would reinforce SIB when considering what action to take and were more likely to impute an internal emotional type of causal explanation. An examination of the correlations between subscales revealed significant negative correlations between behavioural knowlege and the likelihood of choosing a reinforcing response and imputing internal emotional causal explanations. These findings suggest that the dissemination of a behavioural perspective to those in close contact with people who show SIB has not occurred. The implications of this conclusion are discussed with reference to the prevention and treatment of SIB.
Despite nearly three decades of empirical research, self-injurious behaviour (SIB) in people with learning disabilities remains poorly understood and dificult to ameliorate. This paper reviews the relevant findings from prevalence studies and the proposed theories of aetiology and presents an integrated model of operant and organic factors as determinants of SIB. The evidence for the model is reviewed and the impact made by theories of aetiology on the nature of interventions is evaluated. It is suggested that intervention eficacy is currently assessed without regard to the determinants of SIB and that such an outcome-led approach has not enhanced understanding or aided clinical decision-making. Future directions for research are proposed which stress the need for further consideration of the potential determinants of SIB and their relationship to intervention eficacy. Int Rev Psychiatry Downloaded from informahealthcare.com by QUT Queensland University of Tech on 11/01/14 For personal use only. 211-224., . D
SUMMARYReminiscence groups are being increasingly used as a 'therapeutic' activity with elderly people suffering from dementia. A report on two separate reminiscence groups carried out in two different day centres is presented. The settings are described along with the aims, methods and content of the two groups. The study compared the effect of reminiscence with the effect of alternative group activities on elderly people's interaction in the two separate settings using an observational methodology. The interaction pattern of a staff member in each centre was also observed. The impact of the reminiscence groups in the two day centres was quite different, illustrating the need for careful definition of environmental factors in evaluating such approaches. Where there was previously little interaction during an alternative group activity, reminiscence produced a dramatic change in the behaviour of the staff member and elderly people observed. In an initially 'richer' environment, reminiscence did not effect a change in either staff or elderly people. Ways in which reminiscence may best be used with elderly people with dementia are discussed, and the extension of observation to include more qualitative aspects of interaction is recommended.
This paper presents case studies of two boys who had problems forming friendships, and who participated in a group treatment designed to enhance their social skills. The intervention consisted of both behavioural techniques and cognitive problem solving strategies. The boys' improvement was reflected in some of the formal measures of change, and in reports from parents and teachers. The paper addresses issues concerning the role of assessment, and the selection of appropriate measures of change.
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