Behavioral management in children with intellectual disabilities in a resource-poor setting in Barwani, India

Lakhan, Ram

doi:10.4103/0019-5545.124712

Cited by 15 publications

(18 citation statements)

References 26 publications

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“…The central tenet of some of these programmes is a “training-the-trainers” approach; equipping and empowering families with the knowledge and skills to deliver care, while in other cases they relate more to improving family stress and coping through general parent support [ 20 ]. Literature from other LAMI settings exploring the provision of services for childhood disability share common themes of meaningful involvement of users and an ethos of family and community-orientated programmes [ 21–23 ]. Though research in childhood disability in resource-limited settings, particularly in the area of service provision, is relatively lacking, it is recognised that different ways of working may be required and needs assessment exercises can help establish priorities [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

“It means you are grounded” – caregivers’ perspectives on the rehabilitation of children with neurodisability in Malawi

Paget

Mallewa

Chinguo

et al. 2015

Disability and Rehabilitation

118

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Purpose: Rates of childhood disability are estimated to be high in African settings; however, services to provide information and support are limited. This study aims to explore perspectives and experiences of caregivers of children with disabilities (CWD) from acquired brain injury to inform the development of training packages for health-workers (HW) in hospital settings. Methods: The study was conducted in a tertiary hospital using qualitative methods. Fourteen in-depth interviews (IDIs) were conducted with parents/carers (PC), and 10 IDIs and 4 focus-group discussions (FGDs) with HW. Data were audio-recorded, transcribed, translated and analysed using thematic approaches. Results: HWs and PCs held varying perspectives on aetiology and prognosis for CWD. HWs raised concerns about impact on families, risks of neglect and abuse. Barriers to care and support included prioritisation of acute illness, lack of HW knowledge and confidence, stigma, poor communication, focus on physical disability, and poor availability of services. Among ideas for improvement, good communication and counselling was seen as a priority but not often achieved. Conclusion: A range of family, health service and wider contextual factors affect care for CWD. Training for HW should emphasise disability rights, access to services, a range of disabilities and specific training on counselling.Implications for RehabilitationTo create good training programmes for workers who manage children with neurodisability, workers’ views on their training needs, as well parents’ views of what feel they need to know most, must be taken into account.The need for training regarding communication skills is a priority for health-workers (HW), who manage children with neurodisability in Malawi and confidence in this area is likely to be vital in providing support for these families.Disability rights and inclusion should be imperative in any training programme for managing children with neurodisability in hospital settings.Even in low-resource settings such as Malawi, it is vital that the links between hospital management and the limited resources in the community are updated and maintained.

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Section: Introductionmentioning

confidence: 99%

“It means you are grounded” – caregivers’ perspectives on the rehabilitation of children with neurodisability in Malawi

Paget

Mallewa

Chinguo

et al. 2015

Disability and Rehabilitation

118

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“…Furthermore, one of the basic principles in behavior modification; namely, positive reinforcement, has been proven to effectively increase behavioral deficits in individuals with or without specific psychological disorders (e.g., Carter, 2010;Knox, Rue, Lamb, & Luiselli, 2012;Koffarnus, et al, 2013). Despite the promising results, behavior modification is still mostly being used to treat children diagnosed with neurodevelopmental disorders, such as attention-deficit/hyperactivity disorder, autism spectrum disorder, and intellectual disability (e.g., Lakhan, 2014;Pfiffner & Haack, 2014;Wong, et al, 2013). There are only few studies which explored the application of behavior modification, even without positive reinforcement, in a population of children without specific diagnoses; most applications are found only in conditions that urgently need psychological attention.…”

Section: Introductionmentioning

confidence: 99%

Increasing Compliance and Task Completion in a Child with Borderline Intellectual Functioning: An Application of the Behavior Modification Principle

Kusumah¹,

Pudjiati²

2018

Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017)

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Behavior modification has been proven to increase the probability of desirable behavior in various settings. Although a lot of research has shown this method of intervention to be effective, few studies have been conducted with participants who have borderline intellectual functioning (BIF). The current case study aims to evaluate whether the application of the behavior modification principle; specifically, positive reinforcement, would result in an increased percentage of compliance and task completion in a 7 yearold child with BIF. Types of reinforcement used were consumable and social. A multiple-baseline across the behavior design was used to evaluate the intervention. While the intervention for compliance was being introduced, the task completion was still at the baseline phase for nine more trials. All sessions were conducted in the participant's house. Data collected indicate that delivering consumable and social reinforcing feedback to the participant resulted in an increase of 40.6% compliance over baseline, exceeding the initial target. The participant also showed an increased percentage of task completion of 26.9% over baseline, using the same kinds of reinforcement. The intervention produced similar positive results on both behaviors, even though the task completion was intervened in later than the compliance. These results also suggest that the application of positive reinforcement is successful in increasing compliance and task completion ability in a child with BIF.

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“…Hanya saja, penelitian yang secara spesifik menguji pembentukan keterampilan BAK pada anak dengan disabilitas intelektual moderat masih sulit ditemukan. Penelitian mengenai pembentukan keterampilan bina diri menggunakan prinsip-prinsip dari program modifikasi perilaku yang menerapkan metode yang berbeda-beda, seperti penerapan metode total task presentation untuk membentuk perilaku menggosok gigi pada anak dengan disabilitas intelektual moderat yang dilakukan oleh Kusharyani (Lakhan, 2014). Program ini memiliki banyak teknik yang dapat diterapkan, salah satunya adalah teknik total task presentation yang terdapat dalam metode chaining.…”

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“…Teknik total task presentation dipilih karena dinilai dapat berdampak efektif ketika diterapkan pada anak yang memiliki keterbatasan kognitif. Hasil penelitian menunjukan bahwa dengan menggunakan teknik total-task presentation, individu dengan keterbatasan intelektual dapat lebih cepat menguasai perilaku yang disasar (Lakhan, 2014). Teknik tersebut membantu individu untuk mengoptimalkan kemandiriannya di setiap percobaan, terutama bagi individu yang sudah mulai mengenal beberapa langkah yang dibutuhkan untuk menyelesaikan rangkaian perilaku (behavioral chain) yang disasar.…”

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Penerapan Teknik Total Task Presentation Untuk Meningkatkan Keterampilan Buang Air Kecil Pada Anak Dengan Disabilitas Intelektual Moderat

Utami

Tedjasaputra

2019

Jurnal Psikologi

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Children with intellectual disability (ID) have deficit in their adaptive functions, such as self-care in practical domain. The skill of self-care in moderate ID children can develop after being trained, although it takes a long time. One of skills that can be developed is urination skill. Urination skill is important to teach on children with ID so they can maintain their genital organs health independently. Therefore, interventions related to urination skill using behavior modification program with total task presentation technique are required. The purpose of this research is to evaluate the effectiveness of total task presentation technique to increase urination skill on child with moderate ID. This study used a single case subject A-B design that used to find changes in scores by comparing behavior observation data of participant’s urination skill and make a data analysis. Participant in this study was a 10 years old boy who has deficit in urination skill. After the implementation of the intervention program in 16 sessions for 14 days with 81 trials, it was found that the total task presentation technique is effective to improve urination skill on a child with moderate ID. The participants has been able to take control the entire range of urinating behavior (22 chain of behaviors) independently. Previously, the child could only controlled the nine chain of behaviors independently.

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Behavioral management in children with intellectual disabilities in a resource-poor setting in Barwani, India

Cited by 15 publications

References 26 publications

“It means you are grounded” – caregivers’ perspectives on the rehabilitation of children with neurodisability in Malawi

“It means you are grounded” – caregivers’ perspectives on the rehabilitation of children with neurodisability in Malawi

Increasing Compliance and Task Completion in a Child with Borderline Intellectual Functioning: An Application of the Behavior Modification Principle

Penerapan Teknik Total Task Presentation Untuk Meningkatkan Keterampilan Buang Air Kecil Pada Anak Dengan Disabilitas Intelektual Moderat

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