No description available.

No description available.

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.

No description available.

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.

no

Objectives: There is body of evidence that suggests parents who have a child with a learning disability experience increased stress levels. In addition, research has found a bidirectional relationship between parental stress and child challenging behaviour. Other investigations in this area have found parental stress to be a significant predictor of intervention outcome, and it has been suggested that it should be targeted prior to any child focused intervention. The aim of the current study is to examine the effectiveness of an intervention that targets both parental stress and child challenging behaviour, in families who have a child with a learning disability Design & Method: The study employed a questionnaire based, quantitative, within and between groups methodology. The design included two groups, both parents of children with learning disabilities. Group one, attended three sessions targeting parental stress and three on child challenging behaviour and completed measures on parental stress, mood, coping and child behaviour. Group two, received ‘treatment as normal’ and completed the same measures. Results: Correlations were conducted to look at the relationship between parental stress, coping, mood and child behaviour. The results partially supported a relationship between parental stress, child challenging behaviour and coping. The ANOVA revealed a significant decrease in anxiety scores for the intervention group over time. The results provide some support the effectiveness of the sessions in reducing parental stress but not child challenging behaviour. Conclusions: The findings provide some support for the use of a brief intervention for parents who have a child with a learning disability. The results indicate high levels of stress and child challenging behaviour, which has been linked to increased risk of mental health problems in both child and parents. The current intervention may be appropriative for families with lower levels of stress and behaviour problems, and alternative approaches may be more suitable to families with chronic difficulties.

Magister Artium (Child and Family Studies) - MA(CFS) / Child and Youth Care Workers employed in residential Child and Youth Care Centres are often challenged by the behaviour of children in their care. The goal of the study was therefore to explore and describe the challenges faced by Child and Youth Care Workers with regard to the discipline of children with challenging behaviour in Child and Youth Care Centres. A qualitative research approach employing explorative, descriptive and contextual designs were followed. Participants were selected by means of purposive sampling from four Child and Youth Care Centres from four different metropoles in the Cape Peninsula. Data was collected by means of focus groups with the aid of an interview schedule. The interviews were be recorded and transcribed verbatim. Data was analysed according to Tesch (in Creswell, 2003) eight steps of data analysis. Ethical considerations such as informed consent, confidentiality and debriefing were adhered to. The findings of the study pointed inter alia to the fact that CYCWs are the first line disciplinarians that they need more support with regards to the discipline of children from colleagues, management and social workers. Multi-disciplinary in CYCCs teams tend to be ineffective and they experience disempowerment from the management and social workers. In addition, they are challenged by the behaviour of children in their care, such as truancy, stealing, absconding, aggressiveness, inappropriate sexual behaviour, development problems. Recommendations for all the stakeholders in the field of CYC were made to improve service delivery.