Emotional and behavioural problems of children with autism spectrum disorder attending mainstream schools

Hastings, Stephanie E.; Hastings, Richard A.; Swales, Michaela; Hughes, J. Carl

doi:10.1080/20473869.2020.1869414

Cited by 18 publications

(15 citation statements)

References 54 publications

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“…Although it is quite possible that most pupils within a special school may present with needs similar to those that fall into the 5% level in mainstream school settings, our experience suggests that the logic and key characteristics that underpin SW‐PBS as a whole are equally applicable to special schools. We know that there is a strong relationship between behaviours that challenge and the social environment (Hastings et al., 2013). Adopting, therefore, a proactive systems approach, including everyone within the schools' community and being guided by a school's specific needs, makes sense.…”

Section: The Rationale For a Special Schools' Model Of Sw‐pbs For The Ukmentioning

confidence: 99%

“…Meeting these expectations whilst addressing the individual needs of pupils in special schools is demanding. Children with learning disabilities have an increased risk of developing behaviours that others may find challenging (Hastings et al., 2013). In school settings, mainstream and special, these behaviours can disrupt planned activities and have a negative impact on staff and pupils (Axup & Gersch, 2008; Rae et al., 2017).…”

Section: Introductionmentioning

confidence: 99%

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Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

Denne,

Grindle,

Sapiets

et al. 2023

Support for Learning

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The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence‐based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School‐wide positive behavioural support (SW‐PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW‐PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting. Key Points Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK. Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs. School‐wide positive behaviour support (SW‐PBS) provides a useful framework to help special schools meet these expectations.

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Section: The Rationale For a Special Schools' Model Of Sw‐pbs For The Ukmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

Denne,

Grindle,

Sapiets

et al. 2023

Support for Learning

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“…Challenging behaviours and mental disorders may not only affect the individual but also lead to social exclusion (Weber & Rojahn 2019); therefore, an understanding of the factors underlying such behaviours is needed along with targeted treatment strategies. The origins of challenging behaviours are divers and may be caused by environmental or individual factors (Hastings et al 2013). Among many other causes, delays of emotional development (ED) are associated with more severe forms of problem behaviours (Sappok et al 2014).…”

Section: Introductionmentioning

confidence: 99%

A brief version of the Scale of Emotional Development – Short

Sappok,

Barrett,

Lutter

2024

J intellect Disabil Res

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BackgroundThe Scale of Emotional Development – Short (SED‐S) captures the level of emotional development in persons with a disorder of intellectual development (DID) with 200 items on five developmental levels. The study aims to develop a brief version of the SED‐S.MethodsBased on item analysis (proportions, χ2‐test, Spearman's ρ and corrected item–total correlation), a brief version of the SED‐S was developed in a sample of 224 adults with a DID (n1) and validated in a second independent matched sample (n2 = 223).ResultsItem reliability ranged per item set from Cronbach's α = 0.835 to 0.924. Weighted kappa resulted in κω = 0.743 (P < 0.001, 95% confidence interval = 0.690–0.802). Overall agreement of the brief version with the original SED‐S was PO = 0.7. The brief version of the SED‐S showed weaknesses in distinguishing level 2 from the adjacent levels.ConclusionsThe brief version of the SED‐S showed good reliability and moderate to good validity results. Items of phase 2 and, to some degree, of phase 5 should be revised to further improve the psychometric properties of the scale.

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“…wellbeing, relationships and health, are risk factors for CB. However, using PBS to understand the function of behaviour can reduce the risks and impacts of CB (Hastings et al , 2013).…”

Section: Introductionmentioning

confidence: 99%

“…What is the efficacy of PBS in supporting people with CB that is of high frequency and/or severity (LaVigna and Willis, 2012)? Studies have demonstrated the effectiveness of PBS in reducing behaviours that are both high in frequency and intensity (Hassiotis et al , 2021) and low in frequency in both community and inpatient settings (Hastings et al , 2013). The framework is cost-effective and easily accessible when supporting carers to apply the taught skills to help service-users to enhance their QoL (Grey et al , 2016).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of positive behaviour support in reducing challenging behaviour and increasing quality of life for individuals with intellectual disability

Dewey

Evans

Horsley

et al. 2023

AMHID

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Purpose Intensive support teams (ISTs) are often poorly understood, despite reports of their effectiveness in managing behaviour that challenges for individuals with an intellectual disability. This paper aims to contribute to the understanding of ISTs through evaluating one IST’s process and their use of positive behaviour support (PBS) as an intervention. Design/methodology/approach Participants were obtained from the ISTs discharge database, and pre- and post-intervention data from these participants was used for analysis. Findings Three-paired sample t-tests found that there were significant differences between pre- and post-scores on the behaviour problem inventory, Health of the Nation Outcomes Scale for people with Learning Disabilities and periodic service reviews, which measure quality of targeted, individualised support. This indicates that challenging behaviour frequency and severity were lower post-intervention, quality of life improved post-intervention and staff teams implemented recommended strategies more consistently by the end of the intervention. Originality/value This service evaluation captured data over seven-year period, which helps to contribute to the understanding of the effectiveness of ISTs and the PBS framework.

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Emotional and behavioural problems of children with autism spectrum disorder attending mainstream schools

Cited by 18 publications

References 54 publications

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

A brief version of the Scale of Emotional Development – Short

The effectiveness of positive behaviour support in reducing challenging behaviour and increasing quality of life for individuals with intellectual disability

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