Background Staff in intellectual disability services can be at risk of stress and burnout at work. Given that staff well-being has implications for the quality of life of the staff themselves and people with intellectual disabilities themselves, this is an important research and practical topic. In this paper, we review work stress theories that have been applied within intellectual disability research. Method A search of the literature identified five stress theories that have been applied in intellectual disability research: person-environment, demand-support-control, cognitive-behavioural, emotional overload, and equity theory.Results Each of the five work stress theories is described and the extent to which data within intellectual disability research relates to these theories is explored. Some of the key theoretical constructs within these work stress models have been explored in intellectual disability research but frequently the underlying processes within work stress models have not been fully tested. Conclusion Partial exploration of work stress theories means that theoretical understanding of how best to explain work stress in intellectual disability staff is limited. Suggestions for future research are discussed, particularly concerning the relationship between empirical research and work stress theory.

Objectives There has been an increasing interest in the use of mindfulness-based practices by people with an intellectual disability (ID); however, research about the perspectives of people with ID is limited. The aim of the study was to explore the experiences of people with ID of mindfulness practice. Methods This qualitative study involved semi-structured interviews with 6 participants with ID (4 males and 2 females, aged 18-53, M = 36.17) who had taken part in a mindfulness programme. Interpretative phenomenological analysis was used to analyse the data. Results Two themes were revealed: BThe impact of mindfulness^and BThe mechanisms of the group^. The results indicated that the participants perceived a number of psychological benefits of attending the programme including improved self-esteem, confidence, self-control, and compassion for oneself and others. A full understanding of what mindfulness is or its purpose was not required in order to lead to therapeutic gains. Conclusions The results suggest that mindfulness may represent an effective psychoeducational approach for some people with ID. Keywords Intellectual disability. Mindfulness. Mental health. Qualitative People with an intellectual disability (ID) experience health inequalities that significantly impact on their life span, quality of life, health, and wellbeing (Brown et al. 2011; Owen and Sayce 2006). While there is some inconsistency in prevalence rates, due to methodological differences between studies, the evidence suggests that approximately 40% of people with ID may develop mental health difficulties such as anxiety, depression, eating disorders, and psychosis, compared to 25% of the general population (e.g. Buckles et al. 2013). There are a number of suggested reasons for this greater prevalence. People with ID are at increased risk of exposure to environmental stressors and traumatic life events, including physical and sexual abuse (Reiter et al. 2007); living in poverty and deprivation (Emerson 2004); injury or illness, unemployment, abuse, and neglect (Hastings et al. 2004); poorer social

This qualitative study explored the views of family carers about the support that their adult children with an intellectual disability had received in relation to their behaviour that challenged. There was a particular focus on positive behavioural support (PBS), although some participants spoke more generally in terms of positive approaches.Semi-structured interviews with eight family carers were analysed using inductive thematic analysis. Four key themes were identified. Good support, of which PBS was an example, was seen as both having reduced behaviours that challenged and having a wider positive impact on the quality of life of the individual and their families. Key features highlighted were: technical knowledge and skill; a strong value base of warmth, acceptance and respect; a collaborative, consistent approach; open communication;and the extension of support to the family carer when needed. It was recognised that there is a need for broad systemic change and for the application of a workforce development model that takes account of the needs of staff, carers and those working in wider systems that have contact with people with an intellectual disability. K E Y W O R D Sadult learning disability services, behaviour change, carers, challenging behaviour | INTRODUCTIONBehaviours that challenge are thought to be prevalent among 10%- There is, however, to the authors' knowledge, no research which explores the views of family carers in relation to their adult family member receiving PBS. The present study aims to address this gap in the literature. Specifically, the study aimed to understand more about how family carers conceptualised PBS and how they had experienced this in relation to their family member. | METHODS | DesignThe study adopted a contextualist approach which gives weight to individuals' subjective experiences within the social context that shapes how they give meaning to them (Willig, 1999). Inductive thematic analysis was chosen because it is largely non-theoretical and is not underpinned by a particular epistemological stance (Braun & Clarke, 2006). The study received ethics approval from the first author's educational establishment. | ParticipantsParticipants were recruited using purposive sampling via support and advocacy organisations in the North of England which provide support to people with intellectual disability. Purposive sampling was chosen because we were interested in particular characteristics of the participants, i.e. their experiences of support that their family member had received. Three interviews and one focus group were conducted, based on the expressed preferences of the participants. Five of the participants (three interviewees and two focus group members) had adult children with intellectual disability and behaviour that challenged. The remaining three focus group members had experience of support for a family member with intellectual disability which was not specifically named as PBS, but was viewed as "positive" and contrasted with past experiences of unhelpfu...

Perspective-taking is an area of human functioning that is rarely studied by behavior analysts but likely entails a complex repertoire of verbal and relational behavior. Perspective-taking is generally acknowledged to be an important skill for successful social functioning and a significant amount of research has documented deficits in these skills in individuals with autism. However, little previous research has examined behavioral intervention procedures for remediating these deficits. The current study evaluated the effectiveness of a multiple exemplar training procedure for teaching three children with autism to identify what other people can see, a simple component skill of perspective-taking. All participants demonstrated generalization to novel table-top tasks but generalization to natural environment probes was less consistent. Results are discussed in terms of the behavioral history required to develop perspective-taking repertoires, as well as for the development of effective interventions. Descriptors: Perspective-taking, autism, Theory of Mind, conditional discrimination, and multiple exemplar training.