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Discovery Awareness for Staff Supporting Individuals with Intellectual Disabilities and Challenging Behaviour: Is It Helpful and Does It Increase Self-Efficacy?
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Thompson, Bethany; Tickle, Anna; Dillon, Gayle – International Journal of Developmental Disabilities, 2021
Discovery awareness (DA) is an approach to using video within structured meetings to help staff become more mindful, aware and interested in a client they are supporting who has intellectual disabilities and challenging behaviour. The objective was to evaluate whether, and how, DA is helpful for staff in both inpatient and community settings, and…
Descriptors: Video Technology, Intellectual Disability, Behavior Problems, Staff Meetings
Evaluating Staff Training: Taking Account of Interactions between Staff and Clients with Intellectual Disability and Challenging Behaviour
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van Oorsouw, Wietske M. W. J.; Embregts, Petri J. C. M.; Bosman, Anna M. T. – Journal of Intellectual & Developmental Disability, 2013
Background: Hastings (2010) has recently emphasised 3 aspects in the training of staff who serve clients with mild to moderate intellectual disability and challenging behaviour (CB): Staff attitudes, self-awareness, and clients' perspectives. This study investigates whether programs include these aspects. Method: A systematic search yielded 11…
Descriptors: Staff Development, Mild Intellectual Disability, Moderate Intellectual Disability, Behavior Problems
Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder
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Scheeren, Anke M.; Koot, Hans M.; Begeer, Sander – Journal of Autism and Developmental Disorders, 2012
Qualitative differences in social interaction style exist "within" the autism spectrum. In this study we examined whether these differences are associated with (1) the severity of autistic symptoms and comorbid disruptive behavior problems, (2) the child's psycho-social health, and (3) executive functioning and perspective taking skills. The…
Descriptors: Behavior Problems, Adolescents, Interpersonal Relationship, Hyperactivity
Using Problem-Solving Frameworks to Address Challenging Behavior of Students with High-Functioning Autism and/or Asperger Syndrome
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O'Connor, Karen V.; Stichter, Janine P. – Beyond Behavior, 2011
Students with high-functioning autism and/or Asperger Syndrome (HFA/AS) are characterized by difficulties with communication as well as impairments in social interaction skills. Students with HFA/AS have been shown to generate solutions that are lower quality (e.g., less socially appropriate) than those of their typical peers and also to have…
Descriptors: Teaching Methods, Autism, Asperger Syndrome, Problem Solving
The Development of a Diagnostic Instrument to Measure Social Information Processing in Children with Mild to Borderline Intellectual Disabilities
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van Nieuwenhuijzen, M.; Vriens, A.; Scheepmaker, M.; Smit, M.; Porton, E. – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
A growing interest exists in the measuring of social adaptive functioning in children with mild to borderline intellectual disabilities (MBID), but valid instruments to measure this construct are lacking. The aim of the present study was to develop such an instrument and to examine it on its discriminate validity. In 141 children aged 8-12 years a…
Descriptors: Behavior Problems, Mental Retardation, Perspective Taking, Short Term Memory