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Numerous interventions have been identified by research as being effective in reducing the severity of some of the core impairments and challenging behaviours of young people with autistic spectrum disorders (ASDs) and learning difficulties. However, the literature cites significant disparity between what is demonstrated to be effective in supporting young people with ASD and challenging behaviour and the support young people and families actually receive in practice. Paper 1 examines the extent to which evidence-based practice translates into actual practice in special schools in the UK for young people with ASD, severe learning difficulties (SLD) and challenging behaviour. A questionnaire survey targeting 64 special schools in the Midlands was used in conjunction with a series of follow-up semi-structured interviews of school staff. The findings indicate that: 1) the ideal of eclectic provision is potentially undermined by a limited range of training received by staff in evidence-based approaches; 2) mechanisms for supporting staff emotional reactions are inconsistently implemented; 3) limited mechanisms exist for developing staff understandings of challenging behaviour. Furthermore, staff attributions regarding challenging behaviour are pivotal to the consistency and effectiveness of any support programme. Implications and future research directions are discussed.

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Previous research has explored the applicability of Weiner’s (1986) attributional model of helping behaviour to support workers of people with learning disabilities regarding challenging behaviour using optimism as a measure of the expectancy of success. No research has investigated the applicability of Weiner’s (1993) attributional model of helping behaviour to this group which gives a role to attributions of responsibility. Other research has found that self efficacy affects emotional response to challenging behaviour. The aim of the current research was to examine the relative applicability of these two theories to support workers regarding challenging behaviour using self efficacy as a measure of the expectancy of success. Method A total of 88 support workers completed measures addressing causal attributional dimensions, emotional reactions, attribution of responsibility, self efficacy and willingness to help in response to each of three vignettes regarding the challenging behaviours of aggression, self injury and destruction of property. Data was analysed using Spearman’s r correlations. Results None of the hypothesised significant correlations were found between measures of causal attributional dimensions and measures of responsibility or self efficacy. Attributing responsibility for the development of a challenging behaviour to the person engaging in it was significantly positively correlated with negative emotion. Self efficacy was significantly negatively correlated with negative emotion and significantly positively correlated with willingness to help. Emotional reaction was not significantly correlated with willingness to help. Conclusions The results provided little support for Weiner’s (1993) attributional theory of helping behaviour but provided more support for the expectancy of success aspect of Weiner’s (1986) theory and indicated that self efficacy is a useful measure of the expectancy of success. No firm conclusion could be drawn as to whether the failure to find significant correlations between causal attributions and other aspects of the theories was a genuine finding or due to the modified use of the Challenging Behaviour Attributions scale. It is concluded that a measure specifically designed for measuring causal attributional dimensions in this area is required. It is also concluded that low self efficacy may contribute to the development and maintenance of challenging behaviour via its impact on support workers’ intent to help. Efforts should therefore be made to raise support workers’ self efficacy by altering the perceived cause of challenging behaviour and highlighting to support workers the role of their level of effort, adherence to support plans and the role of any temporary external factors in the development and maintenance of challenging behaviour.

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No description available.

Information and training to assist staff in preventing, managing and remediating challenging behaviours exhibited by individuals with intellectual disabilities is readily available. However, knowledge gained via training is not integrated easily or transposed into work settings. Instead, management of issues is often haphazard and based on what works for a specific situation at the given moment. Although an abundance of research has been conducted on knowledge uptake, direct support staff that are integral to effective service delivery have often been neglected. As well, consideration of whether staff find the evidence relevant and applicable within their work environment has not been measured. The PARiHS Framework, Mindlines and Social Exchange theories assisted in addressing the question: what are staff experiences of applying training information into residential services for individuals with intellectual disabilities who present with challenging behaviours? Qualitative cross-case study methodology was employed and focused on two community residences governed by an agency offering supports to adults with intellectual disabilities. Unit A findings highlighted five key themes that emphasized personal confidence, elements of communication, consistency in approach, connection with individuals, teams and leaders, as well as continuing education strengths and barriers. Within Unit B, five main themes that accentuated personal traits such as caring and nurturing, in addition to communication factors, changes and challenges within the work context, connection to others and perceptions of continuing education were established.

Information and training to assist staff in preventing, managing and remediating challenging behaviours exhibited by individuals with intellectual disabilities is readily available. However, knowledge gained via training is not integrated easily or transposed into work settings. Instead, management of issues is often haphazard and based on what works for a specific situation at the given moment. Although an abundance of research has been conducted on knowledge uptake, direct support staff that are integral to effective service delivery have often been neglected. As well, consideration of whether staff find the evidence relevant and applicable within their work environment has not been measured. The PARiHS Framework, Mindlines and Social Exchange theories assisted in addressing the question: what are staff experiences of applying training information into residential services for individuals with intellectual disabilities who present with challenging behaviours? Qualitative cross-case study methodology was employed and focused on two community residences governed by an agency offering supports to adults with intellectual disabilities. Unit A findings highlighted five key themes that emphasized personal confidence, elements of communication, consistency in approach, connection with individuals, teams and leaders, as well as continuing education strengths and barriers. Within Unit B, five main themes that accentuated personal traits such as caring and nurturing, in addition to communication factors, changes and challenges within the work context, connection to others and perceptions of continuing education were established.

The overall aim of this research is to explore my interest in the influences on teachers’ attitudes towards behaviours which challenge them and to illuminate my experiences and perspectives through those of others. It sets out to explore and to gain understanding about what affects how teachers feel about supporting pupils in mainstream classrooms with behavioural difficulties. As a Special Educational Needs Co-ordinator (SENCo) in a secondary school, I saw the difference a teacher’s style of classroom leadership could have on children’s engagement with school and learning. I became extremely frustrated with the way that some teachers appeared to have little inclination to meet the needs of some of the pupils in their classes, particularly those with special educational needs. Comments such as “S/he’s one of yours! YOU deal with it,” because the children were on the Special Educational Needs Register, summarised this. Here, I attempt to scrutinise what may affect teachers’ understanding of their responsibility towards the specific special need of challenging behaviour. For the research, fifteen in-depth interviews were carried out with a variety of professionals whose roles involved supporting the needs of pupils whose behaviour can challenge teachers. All the participants were asked the same questions and a hierarchical questioning structure was used (Tomlinson 1989). The responses indicated a diverse range of factors influencing teachers’ tolerance towards challenging behaviours and these were used to construct a framework which gathers these together. The research has implications in two main areas; the links between school ethos and teachers feeling supported and able to manage challenging behaviours and the development of opportunities to share good practice.