The present survey explored stress in direct-care staff working with people who have learning disabilities and challenging behaviour. A total of 78 (82.7% response rate) staff working in 14 small community houses participated. Houses were selected on the basis of 'expert' (Head of Psychology Services) knowledge of houses where residents were known to display challenging behaviour and houses where there was no known history of challenging behaviour. Residents were assessed by key workers for adaptive behaviour, challenging behaviour and mental health using partially validated questionnaires. Staff completed self-report questionnaires on job demands, anxiety and depression, staff support, and information on the presence/absence of challenging behaviour in their home. Staff working in houses with residents who showed challenging behaviour were significantly more anxious than staff working in houses with no challenging behaviour; they also reported feeling significantly less supported, were less clear about the identification of risk situations and had lower job satisfaction. No differences were found on measures of job demands and depression. Regression analyses exploring the relationships between these variables are discussed along with the implications of the findings.

Previous research on early intensive intervention in autistic spectrum disorder (ASD) has largely focused on outcomes of treatment for children. Although some account has been taken of parental viewpoints, the potential impact of intervention on families has not achieved the same kind of research prominence. This contrasts with the considerable literature that exists exploring the experiences of parents of children with a wide range of special needs and disabilities. This article reports data from a Local Education Authority (LEA)-funded research commission designed to inform future policy and service provision. Themes are extracted from interview transcripts and questionnaire responses to reflect the views of 15 families, including nine whose children were receiving an LEA pilot intervention programme for ASD, and six who were managing their own interventions based on Applied Behavioural Analysis (ABA). Implications are drawn for future service delivery in support of key principles for early intervention for all families of young children with developmental disabilities.