Gene-environment interactions and the functional analysis of challenging behavior in children with intellectual and developmental disabilities.

2011 ◽  
Vol 17 (1) ◽  
pp. 20-25 ◽  
Author(s):  
Peter McGill ◽  
Paul Langthorne
Keyword(s):  
Functional Analysis ◽  
Developmental Disabilities ◽  
Challenging Behavior ◽  
Intellectual And Developmental Disabilities ◽  
Gene Environment

Active Support Training, Staff Assistance, and Engagement of Individuals With Intellectual and Developmental Disabilities in the United States: Randomized Controlled Trial

2019 ◽  
Vol 124 (2) ◽  
pp. 157-173 ◽  
Author(s):  
Xueqin Qian ◽  
Sheryl A. Larson ◽  
Renáta Tichá ◽  
Roger Stancliffe ◽  
Sandra L. Pettingell
Keyword(s):  
Developmental Disabilities ◽  
Challenging Behavior ◽  
Statistical Power ◽  
Controlled Trial ◽  
Experimental Studies ◽  
The United States ◽  
Intellectual And Developmental Disabilities ◽  
Implementation Challenges ◽  
Randomized Controlled ◽  
Quasi Experimental

Abstract Two non-U.S. quasi-experimental studies reported Active Support training was associated with increased engagement in individuals with IDD, but no randomized controlled trials (RCTs) exist. We evaluated effects of Active Support training on staff assistance, and social and nonsocial engagement in 75 individuals with intellectual and developmental disabilities (IDD) in U.S. group homes. We detected no significant effects of active support training. Individuals with more skills and less challenging behavior engaged more in nonsocial activities. Younger individuals with more skills living in homes with fewer staff changes were more socially engaged. Factors associated with nonsocial engagement mirrored those reported in Qian, Tichá, Larson, Stancliffe, & Wuorio, (2015). Staffing-related implementation challenges and statistical power limited our ability to detect differences.

State Policies and Practices in Behavior Supports for Persons With Intellectual and Developmental Disabilities in the United States: A National Survey

2013 ◽  
Vol 51 (6) ◽  
pp. 433-445 ◽  
Author(s):  
David A. Rotholz ◽  
Charles R. Moseley ◽  
Kinsey B. Carlson
Keyword(s):  
United States ◽  
Developmental Disabilities ◽  
Challenging Behavior ◽  
The United States ◽  
State Policies ◽  
National Standard ◽  
Intellectual And Developmental Disabilities ◽  
Behavior Support ◽  
Starting Point ◽  
Policies And Practices

Abstract Providing effective behavioral supports to decrease challenging behavior and replace it with appropriate alternative skills is essential to meeting the needs of many individuals with intellectual and developmental disabilities (IDD). It is also necessary for fulfilling the requirements of Medicaid-funded individual support plans and is important for moral, ethical, and societal reasons. Unfortunately, there is no national standard for behavioral support practices or source of information on the status of behavior support policies, practices, and services for adults with IDD at either state or national levels. The collection of comprehensive data on state behavior support definitions, provider qualifications, training, and oversight requirements is a necessary starting point for the development of plans to address needed policy and practice changes. This survey is the first national assessment of state policies and practices regarding the definition and delivery of behavior support services to people with intellectual and developmental disabilities receiving publicly financed supports in the United States.

Stepping Stones: EMDR Treatment of Individuals With Intellectual and Developmental Disabilities and Challenging Behavior

2010 ◽  
Vol 4 (4) ◽  
pp. 156-169 ◽  
Author(s):  
Beth I. Barol ◽  
Andrew Seubert
Keyword(s):  
Developmental Disabilities ◽  
Challenging Behavior ◽  
Single Case ◽  
Challenging Behaviors ◽  
Preliminary Evidence ◽  
Intellectual And Developmental Disabilities ◽  
Stepping Stones ◽  
Trauma History ◽  
Intellectual Abilities

Trauma and its ensuing accommodations, including challenging behaviors, have been a growing consideration for practitioners working with people with intellectual and developmental disabilities (IDD). Recognizing the importance of one’s client’s trauma history, practitioners are seeking effective methods of providing therapy to IDD clients with posttraumatic stress disorder (PTSD) and other trauma-related diagnoses. In this exploratory study, using a multiple single case study design, six individuals with IDD and known trauma histories were treated with eye movement desensitization and reprocessing (EMDR). The researchers employed the standard EMDR protocol, adapting it when necessary to accommodate the needs of each participant. Outcomes provide preliminary evidence that EMDR may be an effective method of trauma treatment for clients with intellectual abilities, pointing to EMDR as a treatment with potential for facilitating healing from trauma with IDD clients.

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