Prevalence of Challenging Behaviors Exhibited by Children with Disabilities: Mapping the Literature

Simó-Pinatella, David; Mumbardó‐Adam, Cristina; Alomar-Kurz, Elisabeth; Sugai, George; Simonsen, Brandi

doi:10.1007/s10864-019-09326-9

Cited by 47 publications

(33 citation statements)

References 50 publications

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“…Different studies confirm the prevalence of challenging behavior in people with IDD and describe it as high, but the reported prevalence between them varies (Simó-Pinatella et al 2019;Grung et al 2021). Some possible explanations for this diversity are variations in the operationalization of challenging behavior, characteristics of the samples, and variation in measurement methodology.…”

Section: Challenging Behaviormentioning

confidence: 99%

The Response to Challenging Behavior as a Barrier to Social Inclusion Erasmus+ Project Participants’ Perspectives on Policy and Practice

Grung

Odrowąż‐Coates

Tah

et al. 2021

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The paper is the result of collaboration between seven European universities and covers health, social pedagogy, and special education programs, aimed at the removal of barriers to social inclusion and social participation facing children and young adults with intellectual and developmental disabilities (IDD). The collaboration received funding from the Erasmus+ Intensive Program with the aim of developing a common curriculum on social inclusion for children and young adults with IDD. Identifying variables that support inclusion for individuals with IDD who engage in challenging behavior is critically important and this paper is built on reviewing social and educational policies from 5 European countries in order to do so. The paper reveals loopholes and paradoxes in policy that hinder social inclusion when addressing challenging behavior. The greatest challenges identified by the researchers are the gaps in training for different professions and the lack of overarching legislation for these professions. Another issue identified is government tolerance of a lack of clear competencies and codes of conduct amongst unregulated service providers.

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Section: Challenging Behaviormentioning

confidence: 99%

The Response to Challenging Behavior as a Barrier to Social Inclusion Erasmus+ Project Participants’ Perspectives on Policy and Practice

Grung

Odrowąż‐Coates

Tah

et al. 2021

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“…Adolescents with mild intellectual disabilities or borderline intellectual functioning ; IQ between 50 and 85 and limitations in social adaptive skills; American Psychiatric Association, 2013) have a higher risk of developing externalizing problems than adolescents without MID-BIF (Dekker et al, 2002;Simó-Pinatella et al, 2019). Besides, their prognosis is poor (Emerson et al, 2011;Odgers et al, 2008;Reef et al, 2011), and they are overrepresented in child welfare and justice systems (Kaal, 2010;Slayter & Springer, 2011;Thompson & Morris, 2016).…”

Section: Introductionmentioning

confidence: 99%

Treatment Approach and Sequence Effects in Cognitive Behavioral Therapy Targeting Emotion Regulation Among Adolescents with Externalizing Problems and Intellectual Disabilities

et al. 2021

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Background Over the past years, it has become clear that adapted cognitive behavior therapy can be effective for adolescents with externalizing problems and mild intellectual disabilities or borderline intellectual functioning (MID–BIF). Most adapted treatment protocols consist, however, of a combined cognitive and behavioral approach, even though it is actually unclear which approach is most suitable for these adolescents. This experimental study aimed to examine which treatment approach (cognitive versus behavioral) and which treatment sequence (cognitive–behavioral versus behavioral–cognitive) is most effective. Methods Participating adolescents (N = 42, 50% boys, Mage = 15.52, SD = 1.43) consecutively received a cognitive and behavioral emotion regulation training module, but were randomly assigned to a different module sequence condition. Emotion regulation and externalizing problems were measured before and after the modules, and with continuing weekly assessments. Results Results indicated that the cognitive module, by itself, was more effective than the behavioral module. In addition, the results indicated that it is most effective to include behavioral exercises after (rather than before) cognitive training. Conclusions These findings highlight the importance of cognitive treatment approaches for adolescents with MID–BIF, and show that treatment approaches may have different effects, depending on the order in which they are presented.

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“…Moreover, it is yet to be examined whether the influence of the physical environment on disruptive behavior symptom trajectories is more severe for children with intellectual disability (ID) than typically developing children. The global prevalence of ID has been estimated at 1.37% 11 , with the frequency of comorbid challenging and aggressive behaviours in children ranging between 48% -94% 12 . Physical environmental characteristics such as air pollution and urbanicity 13,14 have been previously positively associated with conduct problems, whilst exposure to greenspaces has been negatively associated with these problems in both typically developing children 15,16 , and children with autism spectrum disorder 17 (ASD).…”

Section: Introductionmentioning

confidence: 99%

The Role of Physical Environmental Characteristics and Intellectual Disability in Conduct Problem Trajectories Across Childhood: A Population-Based Cohort Study

Baird¹,

Papachristou²,

Hassiotis³

et al. 2021

Preprint

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Background: The paucity of research investigating the role of the physical environment in the developmental progression of conduct problems and the potential moderating effects of intellectual disability (ID) is surprising, given the clinical relevance of elucidating environmental determinants of disruptive behaviours. Aims: To use data from a large UK cohort study to assess associations between physical environmental exposures, ID, and conduct problem trajectories. Method: The sample included 8,168 Millennium Cohort Study children (1.9% with ID). Multilevel growth curve modelling was used to examine the role of physical environment characteristics in the developmental trajectories of conduct problems after adjustments for ID status. Results: Exposure to external environmental domains was not associated with differences in child conduct problems across development. Alternatively, internal aspects of the household environment: spatial density (b = 0.40, p<.001) and damp problems (b = 0.14, p<.001) were both significantly associated with increased trajectories. Various individual and familial covariates were positively associated with conduct problems over time, including: presence of ID (b = 0.96, p<.001), autism spectrum disorder (b = 1.18, p<.001), male sex (b = 0.26, p<.001), poverty (b = 0.19, p<.001), maternal depression (b = 0.65, p<.001), and non-nuclear family structure (b = 0.35, p<.001). Positive ID status appeared to moderate the effects of internal household spatial density, reporting a non-linear negative association with spatial density and conduct problems across development (b = -1.08, p<.01). Conclusions: Our findings highlight the potential harmful consequences of poor internal residential conditions on child development of disruptive behaviours.

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Prevalence of Challenging Behaviors Exhibited by Children with Disabilities: Mapping the Literature

Cited by 47 publications

References 50 publications

The Response to Challenging Behavior as a Barrier to Social Inclusion Erasmus+ Project Participants’ Perspectives on Policy and Practice

The Response to Challenging Behavior as a Barrier to Social Inclusion Erasmus+ Project Participants’ Perspectives on Policy and Practice

Treatment Approach and Sequence Effects in Cognitive Behavioral Therapy Targeting Emotion Regulation Among Adolescents with Externalizing Problems and Intellectual Disabilities

The Role of Physical Environmental Characteristics and Intellectual Disability in Conduct Problem Trajectories Across Childhood: A Population-Based Cohort Study

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