James K. Luiselli: High Risk Challenging Behaviors in People with Intellectual and Developmental Disabilities

Snelgrove, Rebecca K.; Hough, Sigmund

doi:10.1007/s11195-012-9276-2

Cited by 4 publications

(4 citation statements)

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“…Additional improvements were noted in the use of emergency protective holding which declined throughout all intervention phases. Protective holding was delivered by residential staff trained in the Safety Care© system following criteria for imminent risk of harm to self or others (Lennox et al, 2011). During the baseline period, the student received 6 protective holds during the 26 days (an average daily frequency/ADF of 0.23).…”

Section: Course Of Treatment and Assessment Of Progressmentioning

confidence: 99%

An Integrated Behavioral-Neuropsychiatric Treatment Plan Reduces Severe Challenging Behavior in an Adolescent With Neurobehavioral Complications of Neonatal Brain Injury

Langone,

Dever,

Ricciardi

et al. 2023

Clinical Case Studies

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We present the case of a 15-year-old adolescent boy with a neurobehavioral disorder who experienced a brain injury during the first month of life. The forms of challenging behaviors were severe and included aggression, property destruction, volitional incontinence, and suicidal statements, and had resulted in two psychiatric hospitalizations and multiple emergency evaluations prior to intervention. The intervention was preceded by a functional behavior assessment suggesting that a differential reinforcement intervention could be designed to minimize reinforcement of challenging behaviors while maximizing reinforcement of adaptive, positive behaviors. The intervention was introduced following the baseline phase and there was an immediate decrease in the rate of challenging behaviors and in the utilization of emergency psychiatric services. Improvements continued for 6 weeks, after which a medication was added to promote sleep onset (to decrease sleep onset latency) along with behavioral guidelines, which led to further improvements for an additional 12 weeks. A follow-up phase of 3 months showed sustained results. The study illustrates the value of an integrated approach utilizing applied behavior analysis and sequenced neuropsychiatry, and a neurobehavioral formulation where components of the participant’s brain injury history are integrated with an operant formulation as circumstances that explain the problem behavior while effectively suggesting strategies for behavioral treatment. Because the intervention was implemented by support staff in a group home, it illustrates the ability of support staff to work therapeutically with severe behavior presentations using structured behavioral interventions.

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Section: Course Of Treatment and Assessment Of Progressmentioning

confidence: 99%

An Integrated Behavioral-Neuropsychiatric Treatment Plan Reduces Severe Challenging Behavior in an Adolescent With Neurobehavioral Complications of Neonatal Brain Injury

Langone,

Dever,

Ricciardi

et al. 2023

Clinical Case Studies

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“…Samopovređujuće ponašanje je relativno stabilno tokom vremena [37], a može imati i različitu etiologiju (genetsku, biološku, psihološku, sredinsku ili kombinacije) [38]. Pronađene su veze između ovog ponašanja i određenih sindroma (Prader-Vilijev sindrom, sindrom mačijeg kašlja, sindrom fragilnog x hromozoma) [39], ali i psihijatrijskih stanja (granični poremećaj ličnosti, bipolarni poremećaj, depresivni poremećaj) [40].…”

Section: Samopovređivanjeunclassified

Maladaptive behavior in people with intellectual disabilities

2020

Biomedicinska istraž.

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The aim of the study is to provide better understanding of the prevalence and forms of maladaptive behavior, as well as of the factors associated with this behavior in people with intellectual disability, by reviewing the available literature. Maladaptive behavior is behavior that is common enough and/or severe enough to limit a person's ability to function properly in everyday life, learn new skills, and gain access to social resources. It covers a whole range of behaviors such as: physical aggression towards things or people, self-harm, stereotypical behavior, sexually inappropriate behavior, abusive behavior, etc. Studies highlight considerable variations in the prevalence of maladaptive behavior in individuals with IO ranging from 5.7% to 63.9%. The appearance of maladaptive behavior can be influenced by several factors, the most significant of which are the following: gender, age, severity of IO, additional impairments, residential environment, cognitive-emotional factors, communication dysfunction, etc. A common feature of all these behaviors is the negative effect on the quality of life of the person and the staff caring for them. In addition to psychotropic drugs and behavioral methods, various psychotherapy methods, cognitive and emotional training, creative therapeutic methods and functional behavior analysis are used in the treatment of maladaptive behavior. The condition is that they are tailored to the individual's developmental level and his or her way of communication.

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“…Aggression, stereotypes, self-injury, noncompliance, and selfstimulation are among the most frequent challenging behaviors exhibited by people with intellectual and other developmental disabilities (Fodstad et al, 2012;Luiselli, 2012;Horner et al, 2003). Consequently, individuals with ID and their caretakers who have limited access to community services, such as education and social interactions, are exposed to a high level of danger due to their challenging behaviors (Emerson, 2003).…”

Section: Introductionmentioning

confidence: 99%

Special Education Teachers' Perceptions of Challenging Behaviors in Students with Intellectual Disabilities تصــــورات معلمــی الــــتربیــــة الخــــاصــــة حـول التحدیــات السلــوكیــة للطلبــة ذوی الإعــاقـة الفكـریــة

Aljohani

2023

مجلة التربیة الخاصة والتأهیل

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The purpose of this qualitative study was to examine teachers' perspectives on the prevalence and interventions of challenging behaviors among students with intellectual disabilities. Seven special education teachers were specifically chosen to take part in individual interviews and focus groups in Taif city. Using Merriam's ( 2009) approach to constant comparative of the cases, the date from interviews and focus groups were transcribed and analyzed in conjunction with demographic background, teaching materials, and students' behavior plans. Three measure themes emerged that explained the challenging behaviors' prevalence and intervention, which included: (a) the most prevalent disruptive behaviors' (b) pre-behavior occurrence procedure; and (c) the most effective intervention technique. The study recommends deeply investigation in which intervention better suit a specific challenging behaviors and consider new intervention approaches. Finally, the author suggests further examination of the effect of challenging behaviors on teachers' selfefficacy, job satisfaction, and emotional exhaustion.

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James K. Luiselli: High Risk Challenging Behaviors in People with Intellectual and Developmental Disabilities

Cited by 4 publications

References 0 publications

An Integrated Behavioral-Neuropsychiatric Treatment Plan Reduces Severe Challenging Behavior in an Adolescent With Neurobehavioral Complications of Neonatal Brain Injury

An Integrated Behavioral-Neuropsychiatric Treatment Plan Reduces Severe Challenging Behavior in an Adolescent With Neurobehavioral Complications of Neonatal Brain Injury

Maladaptive behavior in people with intellectual disabilities

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