Prevalence and correlates of challenging behaviour in children and young people in a special school setting

Nicholls, Gemma; Hastings, Richard P.; Grindle, Corinna F.

doi:10.1080/08856257.2019.1607659

Cited by 46 publications

(60 citation statements)

References 26 publications

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“…Children's Behavior and Teacher Burnout Nicholls et al (2020) highlighted the correlation and prevalence of children's challenging behavior in special schools' settings. Besides, it has been proven that the teachers are exhausted and stressed out when they have to teach children with disorders such as motor skills, social behavior issues, and intellectually disabled children as compared to the regular children due to the challenges faced (Jovanović et al, 2019).…”

Section: Work-life Balance and Teacher Burnoutmentioning

confidence: 99%

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher’s Work-Life Balance and Children Behavior

et al. 2021

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This research aimed to identify whether improvement in working conditions, children’s classroom behavior and work-life balance can lower teacher burnout ratio in Pakistan’s special schools by using techniques such as emotions regulation. The researcher employed a quantitative research methodology to fulfill the research’s purpose. The data for this research was collected using a questionnaire-based instrument. The confirmatory factor analysis and structural equation modeling techniques were used to test the construct validity and underlying structural relationships. The findings demonstrated that the impacts of all three variables are significant in reducing job burnout in teachers. Emotional regulation helps decrease the impact of working conditions and the children’s behavior. Nevertheless, it does not aid work-life balance as it requires other techniques of emotional regulation. The research is significant as it highlights the importance of overall working conditions’ improvement for teachers working with special needs children. The improvements are essential because the teachers must take extra effort and emotions into their job compared to a typical teacher. The researcher has highlighted the key finding, implications and limitations of this research besides suggesting directions for future research to facilitate peer researchers.

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Section: Work-life Balance and Teacher Burnoutmentioning

confidence: 99%

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher’s Work-Life Balance and Children Behavior

et al. 2021

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Section: Introductionmentioning

confidence: 99%

“…Maladaptive behaviours within school settings take the form of self-injurious behaviour, aggressive/destructive behaviour and repetitive behaviour (Nicholls et al 2019). Maladaptive behaviours are associated with an autism diagnosis and social stories are a promising intervention widely implemented in school-based settings for children on the autism spectrum (Gresham 2015;Kokina and Kern, 2010;Nicholls et al 2019). Social stories are perceived by teachers of children on the autism spectrum to be an acceptable and effective intervention (100% and 95% respectively; Chan and O'Reilly 2008-a perception shared by parents: Whittingham et al 2009) and are considered an evidencebased practice (NPDC 2014;NSP 2015).…”

Section: Introductionmentioning

confidence: 99%

A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum

Hanrahan

Smith

Johnson

et al. 2020

J Autism Dev Disord

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Social stories is a widely used intervention for children on the autism spectrum, particularly within an educational context. To date, systematic reviews and meta analyses of the research evaluating social stories has produced mixed results, often due to a lack of methodological rigour and variability in the development and delivery of the social stories. To address the gap in methodological rigour, a pilot Randomised Control Trial (RCT) was conducted, incorporating a social stories intervention group (n = 9 children on the autism spectrum) and an attentional control group who received a poem (n = 6 children on the autism spectrum) using a digital platform to address variability. Digitally-mediated social stories were found to be effective in producing beneficial changes in behaviour outcomes, which were sustained at a six-week follow up.

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“…A study conducted at a special needs school showed that 53% of the 321 students (3-19 years) exhibited at least one type of challenging behavior. Self-injurious behavior was exhibited most frequently (36.4%), followed by aggressive/destructive behavior (30.2%), and stereotyped behavior 25.9% (Nicholls et al, 2019).…”

Section: Problem Behaviors In Students With Intellectual Disabilitiesmentioning

confidence: 99%

Students' Problem Behaviors as Sources of Teacher Stress in Special Needs Schools for Individuals With Intellectual Disabilities

Amstad

Müller

2020

Front. Educ.

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Students with intellectual disabilities in special needs schools often exhibit high levels of problem behaviors. Besides the challenges such behaviors present for the students themselves, their peers, and their caregivers, problem behaviors can also be a source of stress for teachers. However, less is known on the degree to which different types of problem behaviors are perceived as stressful in special needs schools for students with intellectual disabilities. Using paper-pencil questionnaires, 295 special needs school teachers (47.81 years, SD = 10.49; 83.4% female) in Switzerland ranked the perceived stressfulness (from 0 = not stressful to 3 = very stressful) of 93 student behaviors. These 93 behavior descriptions stemmed from the Developmental Behavior Checklist (Einfeld and Tonge, 1995). Results suggest behaviors endangering the student or others, such as kicking, hitting, biting, or talking about suicide, were rated as most stressful. Behaviors from the domain disruptive/antisocial behaviors were reported as most stressful and behaviors from the domain of communication disturbance as least stressful. Implications for work-related stress prevention in relation to different types of student problem behaviors for special needs school teachers are discussed.

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Prevalence and correlates of challenging behaviour in children and young people in a special school setting

Cited by 46 publications

References 26 publications

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher’s Work-Life Balance and Children Behavior

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher’s Work-Life Balance and Children Behavior

A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum

Students' Problem Behaviors as Sources of Teacher Stress in Special Needs Schools for Individuals With Intellectual Disabilities

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