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Mullins L, Scott V. A model for fostering community capacity to support adults with intellectual disabilities who engage in challenging behaviour: A scoping review. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023; 27:1085-1106. [PMID: 35848498 DOI: 10.1177/17446295221114619] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Developmental support agencies support many adults with intellectual disabilities in the community. Unfortunately, these adults often exhibit high rates of challenging behaviour, which present significant pressures on these service providers. Agencies need to develop effective means of increasing their capacity to provide quality support. Previous systematic reviews found that training staff in positive behaviour supports can improve outcomes; however, the factors facilitating training's effects, long-term effectiveness, and outcomes for service users have yet to be determined. We conducted a scoping review of 98 journal articles and book chapters to develop a model for fostering capacity development drawing from Organizational Behaviour Management and Knowledge Translation theories. Some relevant factors include features of the inner and outer organizational contexts, training approaches (e.g., behavioural skills training & in-situ coaching), ongoing support and feedback. This model may lead to more effective and enduring treatment programs and improved support for adults with intellectual disabilities.
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Affiliation(s)
- Laura Mullins
- Department of Applied Disability Studies, Brock University, St Catharines, ON, Canada
| | - Victoria Scott
- Department of Applied Disability Studies, Brock University, St Catharines, ON, Canada
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Guo Q, Wang Y, Liu Q, Wang T, Zhang L, Huang Z, Cao S. Psychological Capital and Occupational Well-Being: Mediating Effects of Work Engagement Among Chinese Special Education Teachers. Front Psychol 2022; 13:847882. [PMID: 35478764 PMCID: PMC9037321 DOI: 10.3389/fpsyg.2022.847882] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 02/25/2022] [Indexed: 11/29/2022] Open
Abstract
This study examines whether psychological capital (PsyCap) indirectly predicts occupational well-being among Chinese special education teachers through work engagement. In total, 615 Chinese special education teachers (female = 567) completed the Psychological Capital Questionnaire, the Special Education Teachers’ Occupational Well-Being Questionnaire, and the Utrecht Work Engagement Scale. The results indicated that PsyCap was positively correlated with occupational well-being and work engagement. Furthermore, work engagement mediated the influence of PsyCap on occupational well-being. Notably, the multiple mediation model indicated that the indirect effects of PsyCap on occupational well-being were mainly due to dedication and absorption. The study’s results illustrate the association between PsyCap, work engagement, and occupational well-being, which may help educational administrators and social workers assist with special education and special education teachers develop and maintain good working conditions.
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Affiliation(s)
- Qiang Guo
- Hangzhou College of Preschool Education, Zhejiang Normal University, Hangzhou, China
| | - Yongli Wang
- Department of Rehabilitation Sciences, Faculty of Education, East China Normal University, Shanghai, China
| | - Qiaoyun Liu
- Department of Rehabilitation Sciences, Faculty of Education, East China Normal University, Shanghai, China
| | - Tingzhao Wang
- School of Education, Shaanxi Normal University, Xi'an, China
| | - Lei Zhang
- Changchun Normal College, Changchun, China
| | - Zhijun Huang
- Department of Special Education, Faculty of Education, East China Normal University, Shanghai, China
| | - Shuqin Cao
- Hangzhou College of Preschool Education, Zhejiang Normal University, Hangzhou, China
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O’Regan O, Doyle Y, Murray M, McCarthy VJC, Saab MM. Reducing challenging behaviours among children and adolescents with intellectual disabilities in community settings: a systematic review of interventions. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2022; 70:20-39. [PMID: 38456141 PMCID: PMC10916929 DOI: 10.1080/20473869.2022.2052416] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 03/03/2022] [Indexed: 03/09/2024]
Abstract
Background: Challenging behaviours are common among children and adolescents with intellectual disabilities. Such behaviours often result in poor quality of life outcomes such as physical injury, difficulties with relationships and community integration. Aim: This systematic review aimed to synthesise evidence from studies that assessed the effect of interventions used to reduce/manage challenging behaviour among children with intellectual disabilities in community settings. Methods: Studies published between January 2015 and January 2021 were sought from five electronic databases. The quality of studies was assessed, and a narrative synthesis was conducted. Results: A total of 11 studies were included which utilised various non-pharmacological interventions including multi-model interventions, microswitch technology, cognitive behavioural therapy, art, music and illustrated stories. Microswitch cluster technology was the most used intervention. Studies using pharmacological interventions were not retrieved. Results indicated that a person-centred planning approach was key to offering individualised treatment. Conclusions: The superiority of one intervention or a combination of interventions could not be determined from this review given the heterogeneity of studies. Future research is required to explore the use and effects of pharmacological interventions to compare outcomes and improve quality of care of children with intellectual disabilities.
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Affiliation(s)
- Orla O’Regan
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Yvonne Doyle
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Marguerite Murray
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Vera J. C. McCarthy
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Mohamad M. Saab
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Cork, Ireland
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Hanzen G, Waninge A, Nispen RMA, Vlaskamp C, Putten AAJ. Effects of the “Care for Participation+” Intervention on the Participation of Adults With Visual and Severe or Profound Intellectual Disabilities: A Nonrandomized Controlled Trial. JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES 2021. [DOI: 10.1111/jppi.12401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Gineke Hanzen
- Royal Dutch Visio—de Brink Vries The Netherlands
- Department of Pedagogy and Educational Sciences, Unit of Special Needs Education and Youth Care, Faculty of Behavioural and Social Sciences University of Groningen Groningen The Netherlands
| | - Aly Waninge
- Royal Dutch Visio—de Brink Vries The Netherlands
- Research Group Healthy Ageing, Allied Health Care and Nursing Hanzehogeschool Groningen Groningen The Netherlands
| | - Ruth M. A. Nispen
- Ophthalmology Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute Amsterdam The Netherlands
| | - Carla Vlaskamp
- Department of Pedagogy and Educational Sciences, Unit of Special Needs Education and Youth Care, Faculty of Behavioural and Social Sciences University of Groningen Groningen The Netherlands
| | - Annette A. J. Putten
- Department of Pedagogy and Educational Sciences, Unit of Special Needs Education and Youth Care, Faculty of Behavioural and Social Sciences University of Groningen Groningen The Netherlands
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Maes B, Nijs S, Vandesande S, Van Keer I, Arthur-Kelly M, Dind J, Goldbart J, Petitpierre G, Van der Putten A. Looking back, looking forward: Methodological challenges and future directions in research on persons with profound intellectual and multiple disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 34:250-262. [PMID: 33073444 DOI: 10.1111/jar.12803] [Citation(s) in RCA: 34] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Revised: 06/29/2020] [Accepted: 07/29/2020] [Indexed: 11/27/2022]
Abstract
BACKGROUND Within the context of the Special Interest Research Group (SIRG) on Persons with Profound Intellectual and Multiple Disabilities (PIMD), researchers often discuss the methodological problems and challenges they are confronted with. The aim of the current article was to give an overview of these challenges. METHODS The challenges are centred on six topics. These reflect the main components of a study's design: (a) participant demarcation, (b) participant recruitment, (c) data collection and instruments, (d) data analysis, (e) ethics/including the "voice" of persons with PIMD and (f) theoretical models. RESULTS Next, to describing the specific challenges, possible solutions and pathways to address them are discussed. These are illustrated by recent studies by the authors and other researchers in the field. CONCLUSIONS The current contribution wants to stimulate further discussion and exchange of ideas, and the development of creative research techniques.
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Affiliation(s)
- Bea Maes
- Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Catholic University of Leuven, Leuven, Belgium
| | - Sara Nijs
- Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Catholic University of Leuven, Leuven, Belgium
| | - Sien Vandesande
- Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Catholic University of Leuven, Leuven, Belgium
| | - Ines Van Keer
- Faculty of Psychology and Educational Sciences, Research Unit Parenting and Special Education, Catholic University of Leuven, Leuven, Belgium
| | | | - Juliane Dind
- Département de Pédagogie spécialisée, Université de Fribourg, Fribourg, Switzerland
| | - Juliet Goldbart
- Faculty of Health, Psychology & Social Care, Manchester Metropolitan University, Manchester, UK
| | | | - Annette Van der Putten
- Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
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Hanzen G, Waninge A, van Nispen RMA, Vlaskamp C, Post WJ, van der Putten AAJ. Intervention effects on professionals' attitudes towards the participation of adults with visual and severe or profound intellectual disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 34:129-139. [PMID: 32789929 PMCID: PMC7818188 DOI: 10.1111/jar.12792] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Revised: 05/25/2020] [Accepted: 07/16/2020] [Indexed: 11/30/2022]
Abstract
Background We investigated the effects of the “Care for Participation+” (CFP+) intervention on direct support professionals’ (DSPs’) attitudes regarding the participation of adults with visual and severe or profound intellectual disabilities (VSPID). Methods We implemented a pilot non‐randomized controlled trial with two control groups to compare DSPs’ attitudes towards CFP+ using the Attitudes towards Participation Questionnaire (APQ) and DSPs’ written profiles of adults with VSPID. Results CPP+ and the Participation Mind Map control group showed a positive trend for the “leisure/recreation,” “social relations,” and “ability to act” APQ domains compared to the usual care control group. The CFP+ group described significantly fewer disabilities at 6 months, reflecting a more positive attitude than controls. Conclusion CFP+ had positive effects on DSPs’ attitudes towards the participation of adults with VSPID. The small sample size, ceiling effects, measurement instruments used, and implementation difficulties may have hampered understanding the full potential of CFP+.
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Affiliation(s)
- Gineke Hanzen
- Royal Dutch Visio - de Brink, Vries, The Netherlands.,Faculty of Behavioural and Social Sciences, Department of Pedagogy and Educational Sciences, unit of special needs education and youth care, University of Groningen, Grote Rozenstraat 38, Groningen, The Netherlands
| | - Aly Waninge
- Royal Dutch Visio - de Brink, Vries, The Netherlands.,Research group Healthy Ageing, Allied Health Care and Nursing, Hanzehogeschool Groningen, Petrus Driessenstraat 3, Groningen, The Netherlands
| | - Ruth M A van Nispen
- Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health research institute, Boelelaan 1117, Ophtalmology Amsterdam, The Netherlands
| | - Carla Vlaskamp
- Faculty of Behavioural and Social Sciences, Department of Pedagogy and Educational Sciences, unit of special needs education and youth care, University of Groningen, Grote Rozenstraat 38, Groningen, The Netherlands
| | - Wendy J Post
- Faculty of Behavioural and Social Sciences, Department of Pedagogy and Educational Sciences, unit of special needs education and youth care, University of Groningen, Grote Rozenstraat 38, Groningen, The Netherlands
| | - Annette A J van der Putten
- Faculty of Behavioural and Social Sciences, Department of Pedagogy and Educational Sciences, unit of special needs education and youth care, University of Groningen, Grote Rozenstraat 38, Groningen, The Netherlands
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