The form and function of challenging behaviours

Emerson, Eric; Bromley, Jo

doi:10.1111/j.1365-2788.1995.tb00543.x

Cited by 151 publications

(87 citation statements)

References 22 publications

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“…More specifically, it was found that disruptive and antisocial behaviours, as measured by the Developmental Behaviour Checklist (Einfeld & Tonge, 1992), were more prominent in the group with mild intellectua l disability ; whereas, self-absorbed and autistic behaviours were more frequently found in those children with a severe level of intellectual disability . These latter findings coincide with those of Emerson and Bromley (1995) who also suggested that severe challenging behaviours were shown by people with more severe disability , with a significant number (44%) of people showing more than one form of challenging behaviour.…”

Section: Prevalence and Aetiology Of Challenging Behavioursupporting

confidence: 87%

Behavioural supports for parents of children with an intellectual disability and problem behaviours: an overview of the literature

Gavidia-Payne

Hudson

2002

Journal of Intellectual & Developmental Disability

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A considerable body of knowledge that allows for the design of effective interventions with problem behaviour in children with an intellectual disability is now in existence. The development of behavioural supports for parents, in particular, has taken momentum in the last few years. The purpose of this paper is to provide an overview of research on the supports provided to parents in the assessment of and intervention with the problem behaviour of their children with an intellectual disability. It is concluded that while research in the area has made considerable advances, gaps in research on the development of practical applications of "parent friendly" programmes are still evident.Problem behaviour is one of the most enduring and pervasive challenges experienced by children with an intellectual disability , families, professionals , and the community at large. Fortunately, our current state of knowledge is such that we are able to design effective supports, in particular for parents, as they are the children 's most immediate and influential environment. While many would argue that literature on the topic is abundant, it is spread throughout a number of fields of knowledge and research, including parenting, disability, and assessment and interventions with challenging behaviour. Thus, it is the purpose of the present paper to integrate information and research findings underlying the development of behavioural supports for parents of children with an intellectual disability and problem behaviour, as depicted in the various knowledge areas.

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Section: Prevalence and Aetiology Of Challenging Behavioursupporting

confidence: 87%

Behavioural supports for parents of children with an intellectual disability and problem behaviours: an overview of the literature

Gavidia-Payne

Hudson

2002

Journal of Intellectual & Developmental Disability

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“…2 3 The lower the IQ greater the prevalence of challenging behaviour, approaching 40% 4 in those with severe learning disability. Emerson 5 defined challenging behaviour as:…”

Section: Behaviourmentioning

confidence: 99%

“…5 Behaviour disturbances can further be caused by major emotional universal needs in learning disabled people (for example security, friendship) being unmet.…”

Section: Behaviourmentioning

confidence: 99%

Are antipsychotic drugs the right treatment for challenging behaviour in learning disability?: The place of a randomised trial

Ashcroft

Fraser²,

Kerr³

et al. 2001

J Med Ethics

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BEHAVIOURLearning disability refers to individuals whose IQ is measured at less than 70. Overall the prevalence of learning disability in the UK is between 1 and 2% of the population, 1 85% will have mild learning disability. Challenging behaviour is very common in this group, with about 20% of children and 15% of adults exhibiting it.2 3 The lower the IQ greater the prevalence of challenging behaviour, approaching 40% 4 in those with severe learning disability. Emerson 5 defined challenging behaviour as:"Culturally abnormal behaviour(s) of such intensity, frequency or duration that the physical safety of the person or others is likely to be placed in serious jeopardy, or behaviour which is likely to seriously limit use of, or result in the person being denied access to ordinary community facilities".Behaviour disturbance in individuals with learning disability stems from an interplay of two types of factor: environmentally independent factors, such as stage of development, preservation of homeostasis, habitual state of arousal of the individual, organic or functional mental illness, and environmentally dependent factors, such as aberrant behaviours that have been inadvertently reinforced, and aberrant, failed communication attempts. 5 Behaviour disturbances can further be caused by major emotional universal needs in learning disabled people (for example security, friendship) being unmet.The challenging behaviours exhibited include aggression, destructiveness, self injury and stereotypy. These can cause distress or harm to the individual, to their carers or to the general public. CLINICAL MANAGEMENTManaging individuals with challenging behaviour remains a very diYcult task. A number of options are available. The most widely adopted is the use of psychotropic drugs, of which antipsychotic drugs are most frequently used. Other options are based upon behaviour modification techniques. These are usually carried out by specialised professionals, involve assessment of the behaviour, looking specifically at triggering factors and the impact of the behaviour on the environment, and then developing strategies to modify it. Antipsychotic drugs are by the far the easiest option to use in terms of cost, time and administration.In learning disability there is a high use of antipsychotic drugs. About 22-45% of individuals residing in hospitals and 20% in the community will be taking antipsychotic drugs. 6 The prevalence of psychiatric illness is between 8-15% 7 which means that 7-30% of all individuals taking antipsychotic drugs in institutions and 5-12% in the community setting, are doing so in order to manage their challenging behaviour alone. Between 9-26% of individuals taking antipsychotic drugs will be on more than one type of antipsychotic drug. The three commonest antipsychotic drugs used are thioridazine, chlorpromazine and haloperidol.Not all individuals with challenging behaviour are prescribed antipsychotic drugs.

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“…Another factor to be considered in ID is the presence of behavioral disorders, recognizable in 25 to 60% of adults with ID residing in the community; although this percentage decreases to 12 to 17% when involving severe behavioral irregularities. 34,35 A behavioral disorder is a set of disruptive of negative behaviors of such intensity, frequency and duration that it can put the physical security of the person or of others in danger, or that may limit or delay the delivery of ordinary community resources. 36 The principal behavioral problems associated with ID, according to the expanded inventory (Inventory for Client and Agency Planning, ICAP), 37 are the following: self-injurious behavior, aggressiveness toward or injuring others, destruction of objects, disruptive behavior, atypical and repetitive habits (stereotypical), offensive social conduct, timidity or lack of attention and cooperation.…”

Section: Psychiatric and Behavioral Disorders Associated With Intellementioning

confidence: 99%

Intellectual disability: an approach from the health sciences perspective

Salvador‐Carulla¹,

Rodríguez‐Blázquez²,

Martorell³

2008

Salud pública Méx

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The form and function of challenging behaviours

Cited by 151 publications

References 22 publications

Behavioural supports for parents of children with an intellectual disability and problem behaviours: an overview of the literature

Behavioural supports for parents of children with an intellectual disability and problem behaviours: an overview of the literature

Are antipsychotic drugs the right treatment for challenging behaviour in learning disability?: The place of a randomised trial

Intellectual disability: an approach from the health sciences perspective

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