A Study of the Interactions Between Nursing Staff and Profoundly Mentally Retarded Children

Wright, ElaineC.; Abbas, Kaja; Meredith, Catherine

doi:10.1179/bjms.1974.004

Cited by 14 publications

(6 citation statements)

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“…When social interaction is considered alone the general pattern reported is that very little of a client's day is spent interacting with staff. Clients typically spend 10 per cent or less of their time in such interaction (Cullen, Burton, Watts & Thomas, 1983;Hermanson & Das, 1977;Oswin, 1978;Repp, Barton & Brulle, 1981 ;Wright, Abbas & Meredith, 1974).…”

Section: Staff Behaviour In the 'Natural' Environmentmentioning

confidence: 99%

Staff behaviour and its implications for people with learning disabilities and challenging behaviours

Hastings

Remington

1994

British J Clinic Psychol

135

117

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Many people with learning disabilities engage in challenging behaviours which, behaviour analytic models suggest, are social behaviours sensitive to the actions of others in the environment. In this paper, the research literature on the behaviour of staff, especially that pertaining to interactions with people with challenging behaviours, is reviewed. Empirical evidence is found to support the hypothesis that staff actions affect clients' challenging behaviours. In addition, studies of staff behaviour show that their behaviour is often counter-habilitative. Firstly, staff spend little time interacting with clients and the quality of these interactions is often poor. Secondly, observational studies have shown that staff respond intermittently to challenging behaviours, and self-report studies indicate that many of these responses are of a nature that may reinforce such behaviours. Finally, although limited, evidence suggests that behavioural programmes for clients with challenging behaviours are rare and where they do exist they are often not carried out by staff. To date, interventions for staff behaviour (training and management approaches) have acted to change these ways of behaving but have not been founded on adequate analyses of staff action. A call is made for analyses of staff behaviour, and other implications for research and practical work with staff are discussed.

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Section: Staff Behaviour In the 'Natural' Environmentmentioning

confidence: 99%

Staff behaviour and its implications for people with learning disabilities and challenging behaviours

Hastings

Remington

1994

British J Clinic Psychol

135

117

View full text Add to dashboard Cite

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“…Additionally, Markova et al (1992) demonstrated that functional interactions were more prevalent than social interactions, while Zilber et al (1994) reported that the majority of staff communicative acts were in the form of comments and requests. Wright et al (1974) found that positive interactions (i.e. those promoting independent functioning) were negligible.…”

Section: Introductionmentioning

confidence: 97%

Complexity of staff communication and reported level of understanding skills in adults with intellectual disability

Bradshaw

2001

J intellect Disabil Res

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Staff reports of the communication acts taking place with 22 adults with intellectual disability were compared with video observations of the communication acts used by staff with 12 of these service users. The interactions were coded in terms of the form of communication used, the function of the act and the level of complexity. The results show that staff tend to underestimate their own use of verbal communication and overestimate their use of non-verbal communication. The findings also indicate a mismatch between the reported level of understanding of the service user and the level of complexity of the language used. Staff appeared unable to adapt their communication to the skills of the service user and an average of 45% of communicative acts were outside the reported understanding skills of the individual. The implications of these findings are discussed and possible explanations for staff behaviour are suggested.

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“…Previous research has consistently shown ihat the quality and quantity of interaction s between people with learning difficulties living in long-term hospitals and the staff attending to their needs are usually very impoverished. Several studies have reported no interactions between residents and staff for the majority of the time they spend together (Poole et al., 1981;Wright et al., 1974). Other studies have found that staff are to a great extent unresponsive to any communicative initiatives on the part of persons with learning difficulties (Warren & Monday, 1971iCuIlene/a/., 1983Beail, 1985).…”

Section: Introductionmentioning

confidence: 99%

Living in hospital and hostel: the pattern of interactions of people with learning difficulties

Marková

Jahoda

Cattermole

et al. 1992

J intellect Disabil Res

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ABSTRACT. This study compared interactions between the staff and residents living in hospital wards and in community‐based hostels. Twenty‐four people with moderate to severe learning difficulties participated in this study. Interactions were categorized according to who was the initiator and recipient, their purpose, attitude of the recipient, duration, and place. It was found that the hospital and hotel residents had virtually no interactions with people outwith the establishment in which they lived. The hostel appeared to offer the residents a sociable environment with more interpersonal interactions and more positive attitudes towards the interactants than the hospital. Interactions in both kinds of setting were very short, thus giving residents little chance to develop communicative skills. It is suggested that a more personal approach, such as joint activities between residents and staff, and living in small groups in ordinary housing, should be the first priorities in the effort to improve the pattern of social interactions of people with moderate to severe learning difficulties.

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A Study of the Interactions Between Nursing Staff and Profoundly Mentally Retarded Children

Cited by 14 publications

References 0 publications

Staff behaviour and its implications for people with learning disabilities and challenging behaviours

Staff behaviour and its implications for people with learning disabilities and challenging behaviours

Complexity of staff communication and reported level of understanding skills in adults with intellectual disability

Living in hospital and hostel: the pattern of interactions of people with learning difficulties

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