Home Publications Special Education Literature review on intervention with challenging behaviour in children and youth with developmental disabilities Literature review on intervention with challenging behaviour in children and youth with developmental disabilities Publication Details This report, by Luanna Meyer and Ian Evans, summarises the processes, approach, and findings of a review of the literature and knowledge base regarding severe challenging behaviour in children and young people with developmental disabilities.
essay for teachers month December This report is available as a download please refer to the ‘Downloads’ inset box. Executive Summary This report summarises the processes, approach, and findings of a review of the literature and knowledge base regarding severe challenging literature review on special schools in children and young people with developmental disabilities.
The review follows well-established procedures, including an extensive search of published research in journals and monographs for intervention studies, theoretical contributions, and previous reviews of the literature covering work carried out in New Zealand and the extensive literature review on special schools of work available internationally. Reports andpublications were identified through searches of on-line databases, 22 majorinternational refereed journals in the field for the yearsmajor books, and e-mail contact with leading researchers to locate information on research still in press.
In all, information regarding more than 1, journal articles resulted in sourcing and developing an EndNote dataset of nearly reports in order to identify those that met required criteria for different components of the review.
Literature Reviews: An Overview for Graduate Students.
Our review is multi-method, involving both quantitative and qualitative literatures review on special schools. Included in the literature review on special schools is a meta-analysis of research reports meeting rigorous criteria for this component, and a more traditional review of the broader literature including clinical judgements regarding evidence-based best practices in interventions with challenging behaviour.
Our approach and findings were critiqued by external expert reviewers as well as by key personnel in the Ministry of Education. The final report analyses empirically the evidence from systematic intervention research regarding the relative effectiveness of interventions implemented to achieve desired behavioural outcomes for children, young persons, and their families.
The review report includes details of findings from the meta-analysis of effective interventions as well as highlights exemplars of approaches appropriate for intervening during the early childhood, middle childhood, and adolescent years for children and youth with developmental disabilities and challenging behaviour. A summary of evidence-based best practices includes discussion of literatures review on special schools for intervention decision-making, standards for evaluating interventions, and contextual and cultural variables critical for the design of appropriate and effective strategies.
Critical features of effective interventions are summarised and professional development needs highlighted. A Glossary of Key Terms and Abbreviations is provided in Appendix A to aid communication with readers 8d reactive problem solving process will approach the review from their different methodological and theoretical perspectives.
Key Findings Best practices in behavioural intervention A functional analysis of the ap english poem analysis essay incorporated into intervention planning for the majority of research reports in the published literature.
Positive interventions implemented in a variety of literatures review on special schools now predominate in the published literature in comparison to reliance on restraints, aversives, or other intrusive approaches more commonly reported in clinical research published prior to The best outcomes appear to occur when treatments are not driven bymedication, aversives, intrusiveness, and use of restraints.
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In addition to producing the best results, positive interventions lend themselves to sensitive, ethical, and socially responsible service delivery. Multi-component interventions are both recommended and increasingly common in the published literature across all categories of challenging behaviour.
Evidence of intervention effectiveness Self-injurious, stereotypic, socially inappropriate, and destructive behaviour responded well to behavioural treatments, while the results for aggressive and disruptive behaviour were less successful. Involving family members and siblings in the intervention did not necessarily result in significantly better outcomes.
Theory literature review on special schools predict that positive results achieved in natural settings are more likely to maintain, while those achieved under relatively artificial, controlled settings will not maintain without the application of another intervention phase to generalise those results, but further research is needed to investigate this issue.
Combination treatments incorporating systems change, and single treatments without system change, both produced college admission essay writing service outcomes. All combinations were effective in maintaining behaviour reductions, consistently produced better effects than single treatments, and performed well in modifying challenging behaviour.
Single treatments in conjunction with systems change were best at maintaining a zero rate of behaviour. Skills replacement training outperformed other single treatments e.
Further, skills replacement training was equally effective across all ages and diagnoses. A well-targeted, carefully applied, and time-limited intervention, conducted within or close to the resources readily available to the treatment provider, is likely to be more useful and literature review on special schools than alternatives requiring extraordinary resources, supports and extended durations of treatment. Recommended Levels of Behavioural Support Level 1: Behavioural Support Placement in integrated school and community environments with a positive behavour support programme that makes possible access to participation with peers in a normalised if partially restrictive range good scientific essay school and community activities leading to meaningful educational and social outcomes.
A minority of children in the middle years and the majority of secondary age youth with sever challenging behaviours may require this level of service at varying, limited periods of time.
Where a more restrictive placement is needed, there must be ongoing access to typical schools available throughout the programme, with the goal of an inclusive educational placement signifying successful intervention. Wraparound community-based services for families with older children should also be provided on an as-needed basis, because of the how to write a essay comparing and contrasting two poems needs at secondary ages if earlier interventions have not successfully reduced serious challenging behaviour.
Without wraparound community-based services, families and typical school environments are unlikely to be able to accommodate the level of risk to safety of the child and others.