Teaching staff knowledge, attributions and confidence in relation to working with children with an intellectual disability and challenging behaviour

The present study examined Scottish teaching staff knowledge about the definition and management of challenging behaviour displayed by children with an intellectual disability. Knowledge levels were relatively low, and participants were most likely to define challenging behaviour by function or topography. Teaching staff were largely unaware of positive programming strategies, suggesting that they may not be properly equipped to manage challenging behaviour effectively in the longer term. The teaching staff were found to hold attributions which research suggests are associated with reduced helping behaviour and increased anger. This indicates a continuing need to identify effective ways of promoting more accurate knowledge and positive attributions in teaching staff

Psychological therapies for people with intellectual disabilities : Comments on a Matrix of evidence for interventions in challenging behaviour

This publication reports on the systematic review of evidence funded by NHS Education for Scotland.Background Psychological therapies with a proven efficacy in the general population are being adapted for use with people who have intellectual disabilities in community settings. Methods A systematic review of peer-reviewed literature published between 1980 and 2010 was carried out, to identify the evidence base for effective psychological interventions in challenging behaviour. Relevant databases were searched using applied key terms. Evidence was graded, according to the quality of the research. A best-evidence Matrix was produced to improve guidance for service providers and practitioners in the range, volume and quality of psychological interventions. Results There is a limited amount of efficacy research that meets the most stringent standards of empirical evidence. Conclusions It is important to broaden the evidence base and consider the context of psychological interventions, alongside the values underpinning care and treatment.PostprintPeer reviewe