Behaviour problems associated with lack of speech in people with learning disabilities

Bott, Christof; Farmer, Richard; Rohde, J.

doi:10.1111/j.1365-2788.1997.tb00671.x

Cited by 44 publications

(29 citation statements)

References 6 publications

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“…Whilst the literature regarding communication and self-injury generally suggests that more severe deficits in communication are associated with a higher prevalence of behavior, data regarding aggressive and destructive behaviors paint a rather more complicated picture. Some studies (Bott et al 1997) have reported increased rates of behavior associated with lower levels of expressive communication, whilst others have reported that a less severe deficit in communication is associated with a higher prevalence of challenging behavior (Emerson et al 2001). Rojahn et al (2004) calculated risk ratios for psychiatric conditions given various challenging behaviors and found that aggressive and destructive behavior represented a risk factor for the presence of language disorders.…”

Section: Discussionmentioning

confidence: 96%

The Association Between Repetitive, Self-Injurious and Aggressive Behavior in Children With Severe Intellectual Disability

Oliver

Petty

Ruddick

et al. 2011

J Autism Dev Disord

101

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We evaluated the independent association between adaptive behavior, communication and repetitive or ritualistic behaviors and self-injury, aggression and destructive behavior to identify potential early risk markers for challenging behaviors. Data were collected for 943 children (4-18 years, M = 10.88) with severe intellectual disabilities. Odds ratio analyses revealed that these characteristics generated risk indices ranging from 2 to 31 for the presence and severity of challenging behaviors. Logistic regressions revealed that high frequency repetitive or ritualistic behavior was associated with a 16 times greater risk of severe self-injury and a 12 times greater risk of showing two or more severe challenging behaviors. High frequency repetitive or ritualistic behaviors independently predict challenging behavior and have the potential to be early risk markers for self-injury and aggression of clinical significance.

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Section: Discussionmentioning

confidence: 96%

The Association Between Repetitive, Self-Injurious and Aggressive Behavior in Children With Severe Intellectual Disability

Oliver

Petty

Ruddick

et al. 2011

J Autism Dev Disord

101

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“…Consequently, language comprehension in low-functioning children with ASD is often overestimated, when they are approached at the level of their expressive language (Hudry et al 2010). Several previous studies demonstrated a significant relation between communication difficulties and the severity of challenging behavior in low-functioning individuals (Bott et al 1997;Chamberlain et al 1993;McClintock et al 2003). The study of Sigafoos (2000) showed that more severe deficits in receptive language compared to expressive language are associated with challenging behavior.…”

Section: Discussionmentioning

confidence: 98%

Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

Maljaars

Noens

Scholte

et al. 2012

J Autism Dev Disord

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Language profiles of children with autistic disorder and intellectual disability (n = 36) were significantly different from the comparison groups of children with intellectual disability (n = 26) and typically developing children (n = 34). The group low-functioning children with autistic disorder obtained a higher mean score on expressive than on receptive language, whereas both comparison groups showed the reverse pattern. Nonverbal mental age, joint attention, and symbolic understanding of pictures were analyzed in relation to concurrent receptive and expressive language abilities. In the group with autistic disorder and intellectual disability, symbol understanding and joint attention were most strongly related to language abilities. Nonverbal mental age was the most important predictor of language abilities in the comparison groups.

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“…Challenging behavior has been associated with communication difficulties within both experimental (e.g. Bott, Farmer, & Rhode, 1997;Quine, 1986) and carer or support staff based questionnaire studies (e.g. Hastings, 1997).…”

Section: Behavioral Expression Of Emotionsmentioning

confidence: 99%

The expression and assessment of emotions and internal states in individuals with severe or profound intellectual disabilities

Adams¹,

Oliver²

2011

Clinical Psychology Review

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The expression of emotions and internal states by individuals with severe or profound intellectual disabilities is a comparatively under-researched area. Comprehensive or standardised methods of assessing or understanding the emotions and internal states within this population, whose ability to communicate is significantly compromised, do not exist.The literature base will be discussed and compared to that within the general population.Methods of assessing broader internal states, notably depression, anxiety, and pain within severe or profound intellectual disabilities are also addressed. Finally, this review will examine methods of assessing internal states within genetic syndromes, including hunger, social anxiety and happiness within Prader-Willi, Fragile-X and Angelman syndrome. This will then allow for the identification of robust methodologies used in assessing the expression of these internal states, some of which may be useful when considering how to assess emotions within individuals with intellectual disabilities.

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Behaviour problems associated with lack of speech in people with learning disabilities

Cited by 44 publications

References 6 publications

The Association Between Repetitive, Self-Injurious and Aggressive Behavior in Children With Severe Intellectual Disability

The Association Between Repetitive, Self-Injurious and Aggressive Behavior in Children With Severe Intellectual Disability

Language in Low-Functioning Children with Autistic Disorder: Differences Between Receptive and Expressive Skills and Concurrent Predictors of Language

The expression and assessment of emotions and internal states in individuals with severe or profound intellectual disabilities

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