Relabelling behaviour. The effects of psycho‐education on the perceived severity and causes of challenging behaviour in people with profound intellectual and multiple disabilities

Abstract

No evidence for the effectiveness of a psycho-educational approach on the assessment of challenging behaviour in terms of severity and the biomedical attributions for behaviour was found. More research is required to explore further the effects of more elaborate training using methods to enable direct support staff to reflect on the behaviour of people with PIMD and on their own behaviour.

Intervention effects on professionals’ attitudes towards the participation of adults with visual and severe or profound intellectual disabilities

“…A second possible reason for the lack of effects may be that the CFP+ training prompted increased awareness of the discrepancy between the DSPs’ attitudes towards participation and the actual participation of the target group. In hindsight, this discrepancy may have been greater before the intervention was implemented and may have caused a “response shift.” This tentative conclusion accords with the principle of becoming aware of shortcomings through education (Poppes et al., 2016).…”

“…In hindsight, this discrepancy may have been greater before the intervention was implemented and may have caused a "response shift." This tentative conclusion accords with the principle of becoming aware of shortcomings through education (Poppes et al, 2016).…”

Looking back, looking forward: Methodological challenges and future directions in research on persons with profound intellectual and multiple disabilities

“…Therefore (multiple) baseline measures, ipsative comparisons or alternative designs, such as stepped wedge design, may be more useful in this target group (e.g. Lancioni et al, 2010Lancioni et al, ,2007Poppes et al, 2016).…”

Review of International Studies on Multiple Disabilities

“…It is seen that many different skills were studied via the technology-aided practices. When the studies are examined, it is seen that technology-aided practices were made use of in teaching using bodily reactions, doing exercises and communicational behaviors such as typing messages on the phone, smiling, calling the caretaker; computer skills such as marking, typing, using 7.44 Efficient studies that reduction of problem behaviour Desrochers, Oshlag and Kennelly, 2014;Poppes, Putten and Vlaskamp, 2014;Poppes, Putten, Frans, Brug and Vlaskamp, 2016;Sadler, 2019. 5 5 It is observed that the technologic adaptations in some of the studies were reproduced through adapting the constructs of present technologic hardware.…”