An evaluation of positive behavioural support implemented within an intensive community support service for people with learning disabilities who present with behaviours that challenge

Lewis, Nicola Denzey; Reynolds, Emma; Vale, Melanie; Keenan, Emma; Hartland, Amanda; Haines, Maisy; Davies, Bronwen

doi:10.1177/1744629519890962

Cited by 11 publications

(6 citation statements)

References 19 publications

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“…Positive behavioural support approaches have generally been shown to be effective (e.g. Bowring, Totsika, Hastings, & Toogood, 2020; Lewis et al., 2019; MacDonald & McGill, 2013; McGill et al., 2018; Positive Behavioural Support Coalition UK, 2015), although not all studies have found it to be so (e.g. Hassiotis et al., 2018) and providing staff training in PBS can result in positive outcomes, such as increased staff knowledge and confidence, reductions in CB (see MacDonald, McGill, & Murphy, 2018; O'Dwyer, McVilly, & Webber, 2017).…”

Section: Introductionmentioning

confidence: 99%

“Look, all our hard work is paying off”: A qualitative evaluation of a system‐wide, workforce development model to promote positive behavioural support

McKenzie

Martin

Metcalfe

et al. 2020

Research Intellect Disabil

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Section: Introductionmentioning

confidence: 99%

“Look, all our hard work is paying off”: A qualitative evaluation of a system‐wide, workforce development model to promote positive behavioural support

McKenzie

Martin

Metcalfe

et al. 2020

Research Intellect Disabil

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“…Next, intervention studies in patients with MID and BIF are needed in mental health care to study which measures (such as positive behaviour support [ 48 , 49 ]) we know are helpful in ID care and preventing aggressive incidents. Cooperation with ID services can therefore be helpful.…”

Section: Discussionmentioning

confidence: 99%

Aggressive behaviour of psychiatric patients with mild and borderline intellectual disabilities in general mental health care

et al. 2022

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Purpose Little is known about the associations between mild intellectual disability (MID), borderline intellectual functioning (BIF) and aggressive behaviour in general mental health care. The study aims to establish the association between aggressive behaviour and MID/BIF, analysing patient characteristics and diagnoses. Method 1174 out of 1565 consecutive in-and outpatients were screened for MID/BIF with the Screener for Intelligence and Learning Disabilities (SCIL) in general mental health care in The Netherlands. During treatment, aggressive behaviour was assessed with the Staff Observation Aggression Scale-Revised (SOAS-R). We calculated odds ratios and performed a logistic and poisson regression to calculate the associations of MID/ BIF, patient characteristics and diagnoses with the probability of aggression. Results Forty-one percent of participating patients were screened positive for MID/BIF. Patients with assumed MID/BIF showed significantly more aggression at the patient and sample level (odds ratio (OR) of 2.50 for aggression and 2.52 for engaging in outwardly directed physical aggression). The proportion of patients engaging in 2–5 repeated aggression incidents was higher in assumed MID (OR = 3.01, 95% CI 1.82–4.95) and MID/BIF (OR = 4.20, 95% CI 2.45–7.22). Logistic regression showed that patients who screened positive for BIF (OR 2,0 95% CL 1.26–3.17), MID (OR 2.89, 95% CI 1.87–4.46), had a bipolar disorder (OR 3.07, 95% CI 1.79–5.28), schizophrenia (OR 2.75, 95% CI 1.80–4.19), and younger age (OR 1.69, 95% CI 1.15–2.50), were more likely to have engaged in any aggression. Poisson regression underlined these findings, showing a SCIL of 15 and below (β = 0.61, p<0.001) was related to more incidents. Conclusions We found an increased risk for aggression and physical aggression in patients with assumed MID/BIF. We recommend screening for intellectual functioning at the start of treatment and using measures to prevent and manage aggressive behaviour that fits patients with MID/BIF.

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“…Moreover, the current study supports the study by Abu Hamour [ 41 ], which reveals that almost half of students with learning disabilities in Jordan face behavioral problems. The study by Lewis et al [ 42 ] used positive behavioral support (PBS) as a core intervention model to reduce behavioral concerns and improve the quality of life and occupational involvement of individuals with a learning disability who present challenging behaviors. The study looks at pre- and post-outcome measures that show a significant improvement in behavior, quality of life, and occupational outcomes for individuals with a learning disability presenting complex behavioral concerns.…”

Section: Discussionmentioning

confidence: 99%

Challenges and Elements Needed for Children with Learning Disabilities in Teaching and Learning the Quran

et al. 2022

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People with disabilities have the same right to access education and, therefore, the space and opportunity to study the Quran as other groups. However, there are some issues regarding the teaching of the Quran to students with special learning needs, such as from the aspects of the level of readiness of teachers, the mastery of Islamic Education among teachers who teach Special Education, and the use of teaching aids to teach the Quran. Therefore, this study aimed to identify the challenges, the need to develop a model of teaching and learning the Quran, elements to be included in the development of Quranic teaching, and a learning model for children with learning disabilities. A qualitative methodology was adopted using a case study design. The sample consisted of eight informants who volunteered to be involved in this research. The results show that there are seven main challenges in the teaching and learning of children with learning disabilities, i.e., a lack of stimulus materials, a lack of knowledge, limited time, uncontrolled behavior, traditional teaching, disabilities, and a lack of parental commitment. Thereafter, three themes arose in terms of identifying why it is necessary to develop Quran teaching and learning models for children with learning disabilities, such as the lack of an up-to-date model and the right to education. In addition, there were four themes concerning the elements that need to be included in the development of teaching and learning models for the Quran for children with learning disabilities, i.e., digital teaching aids, visual, audio, and kinesthetic learning styles, activities graded by the level of ability, and sensory support. It is hoped that this study will provide guidance to teachers to further strengthen the teaching profession pertaining to educating children with learning disabilities.

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An evaluation of positive behavioural support implemented within an intensive community support service for people with learning disabilities who present with behaviours that challenge

Cited by 11 publications

References 19 publications

“Look, all our hard work is paying off”: A qualitative evaluation of a system‐wide, workforce development model to promote positive behavioural support

“Look, all our hard work is paying off”: A qualitative evaluation of a system‐wide, workforce development model to promote positive behavioural support

Aggressive behaviour of psychiatric patients with mild and borderline intellectual disabilities in general mental health care

Challenges and Elements Needed for Children with Learning Disabilities in Teaching and Learning the Quran

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