Frequency and type of dyadic nurse-patient verbal interactions in a mental subnormality hospital

Paton, Xenia; Stirling, Elspeth

doi:10.1016/0020-7489(74)90013-3

Cited by 10 publications

(5 citation statements)

References 12 publications

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“…The majority of staff speech is not in the form of purely 'social' interaction but involves comments, instructions and 'controlling ' speech (Paton & Stirling, 1974 ;Pratt, Bumstead & Raynes, 1976;Prior e t al., 1979). Some types of speech, such as conversation initiation and questions, have been shown to be more effective at initiating social exchanges with clients (Clegg, Standen & Cromby, 1991 ;Paton & Stirling, 1974;Pratt e t al., 1976;Prior e t al., 1979). However, these strategies, and types of instruction that lead to successful training of clients (Repp, Barton & Brulle, 1981, are not the ones most frequently used by staff.…”

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

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“…A similar interpretation can be found for the often reported paucity of staff-client contact in large institutions. For example, there is evidence to suggest that increasing the staff-client ratio does not result in an increase in the level of staff initiated client contacts (Dalgleish & Matthews, 1981;Harris, Veit, Allen, & Chinsky, 1974) and may in fact decrease the level of staff-client interaction (Mansell, Felce, Jenkins & de Kock, 1982); that clients who are perceived by staff as more attractive and intelligent, receive a greater amount of staff attention (Daily, Allen, Chinsky & Veit, 1974); that older, more institutionalized clients receive less attention (Paton & Stirling, 1974); and that staff have a tendency to ignore clients when they are behaving appropriately and to respond more often when they are behaving inappropriately (Cullen, Burton, Watts, & Thomas, 1984;Felce, Saxby, de Kock, Repp, Ager, & Blunden, 1987;Warren & Mondy, 1971).…”

Section: Discussionmentioning

confidence: 99%

A functional analysis of objects used in stereotyped behavior: The relationship between social and non‐social stimuli

Murphy

Jones

1992

Behavioral Interventions

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This study examined the effects of objects, with and without social stimulus properties, on the behavior of children who are severely retarded, and compared such effects with behavior under conditions of minimal stimulation. It was found that these children approach, contact, grasp and interact significantly less often with objects which possess social stimulus properties than with objects which possess no social qualities. These results are discussed in relation to the ongoing debate on the importance of relationships in the reduction of challenging behavior. It is concluded that while having access to close-bonded relationships may be necessary for the reduction of challenging behavior, in some cases at least, it may not be sufficient.Many children show attachments to various stimuli early in life. Pacifiers are common up to 9 months of age and attachment to soft objects (e.g., blankets) begins at approximately 12 months. Such attachment increases rapidly up to 18 months and then remains stable until 36 months and subsides after 48 months (Passman & Halonen, 1979). Soft objects have been regarded as 'transitional phenomena' which function to symbolize the mother during the beginnings of abstract internal representations of external objects (Winnicott, 1953). A number of authors have suggested that soft objects may have an arousal or anxiety reduction function (c.f. Passman, 1987). Most children do not seem to form similar strong attachments to hard objects, thus suggesting that these stimuli have different functional properties.A minority of children, however, show unusual attachments to manipulable objects and rarely show attachments to soft objects (Berkson, 1983). Often these individuals have a diagnosis of mental retardation or autism and frequently

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“…For example, evidence suggests that increasing the staffclient ratio does not result in an increase in the level of staff-initiated client contacts (Dalgleish & Matthews, 1981;Harris, Veit, Allen, & Chinsky, 1974) and may in fact decrease the level of staff-cient interaction (Mansell, Felce, Jenkins, & deKock, 1982). Evidence also suggests that clients perceived by staff as more attractive and intelligent receive a greater amount of staff attention (Daily, Allen, Chinsky, & Veit, 1974), and older, more often institutionalized clients receive less attention (Paton & Stirling, 1974). Also, staff members have a tendency to ignore clients when they are behaving appropriately and to respond more often when dients are behaving inappropriately (Cullen, Burton, Watts, & Thomas, 1984;Felce et al, 1987;Warren & Mondy, 1971).…”

Section: Mutual Changementioning

confidence: 99%

Gentle Teaching and Applied Behavior Analysis: A Critical Review

Jones¹,

McCaughey²

1992

J of App Behav Analysis

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In recent years, there has been a growing controversy surrounding gentle teaching. This paper explores the nature of this controversy with particular reference to the relationship between gentle teaching and applied behavior analysis. Advantages and disadvantages of this approach are discussed, and it is suggested that gentle teaching and applied behavior analysis need not be regarded as mutually exclusive approaches to working with persons with mental retardation.

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Frequency and type of dyadic nurse-patient verbal interactions in a mental subnormality hospital

Cited by 10 publications

References 12 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

A functional analysis of objects used in stereotyped behavior: The relationship between social and non‐social stimuli

Gentle Teaching and Applied Behavior Analysis: A Critical Review

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