Challenging behaviour in children with severe intellectual disabilities: identification and characteristics of those at high risk

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/33602 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/33602 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/33602 archive 4031 disk0/00/00/07/26 2010-06-08 10:27:51 2019-01-23 09:52:43 2011-07-19 16:22:27 thesis show 0 Davies Louise Oliver Christopher University of Birmingham Challenging behaviour in children with severe intellectual disabilities: identification and characteristics of those at high risk unpub BF 10col_life Background: The prevalence, persistence and often early onset of challenging behaviour in individuals with severe intellectual disabilities allude to the potential of early intervention. Identification of children at high risk of challenging behaviour would enable effective implementation of this strategy. Method: Questionnaire studies examined the association between child characteristics and the presence of challenging behaviour at one point in time and 18 months later using the Challenging Behaviour Screening Questionnaire (CBSQ). Natural observations, questionnaires and objective measures were utilised to assess the validity of the CBSQ. The functional and communicative nature of the challenging behaviour demonstrated by participants at high risk was examined using experimental functional and descriptive analyses. Results: The relative risk of challenging behaviour at one point in time and its persistence 18 months later was significantly increased by repetitive, restricted, overactive and impulsive behaviour. The concurrent and convergent validity of the CBSQ was demonstrated. Much of the challenging behaviour demonstrated by high risk participants appeared functional and closely associated with communicative behaviours. Discussion: Theoretical underpinnings of challenging behaviour in this population are examined with emphasis on the interaction between child characteristics and environmental variables and the potential success of early intervention programmes for these children proposed. 2010-07 2010-04 graduation eng This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Birmingham Children's Hospital Charity public 312 University of Birmingham School of Psychology d_ph other 2010-07 graduation