Database Problem Behavior: A Literature Retrieval System for Professionals Dealing with Problem Behaviours of Individuals with Intellectual Disabilities

Knowledge of the literature among professionals in the area of problem behaviours and developmental disabilities is most likely soon out of date as several hundred useful studies appear each year. A literature database may be a useful tool for clinicians and researchers to conveniently retrieve needed information, preventing them from collecting, reading, processing, and storing all the available material. This report describes a database (i.e., Database Problem Behavior) encompassing information that goes far beyond presenting abstracts only. The third version of the database encompasses 885 empirical studies on the (functional) analysis, and behavioural and pharmacological treatment of problem behaviours (e.g., self‐injurious behaviour, aggressive behaviour, depression) for persons with developmental disabilities.     

Making Every Child Matter: A Model for Good Practice in Counselling Children and Young People with Learning Disabilities

This paper is set against the backdrop of new policies and legislation regarding the health, welfare and education of children and young people in England. In response to these policies, the Department for Education and Skills has developed an increasing number of strategies to support the psychological health and well-being of children and young people and thereby signalled greater recognition of the value of improving mental health in relation to children's learning, achievement, attendance and behaviour. Counselling is increasingly seen as an effective strategy for addressing the psychological needs of children and young people with social, emotional, behavioural and academic problems. The aim of this paper is to explore the inclusion of children and young people with learning disabilities (13–19 years) in mainstream counselling services. The nature of learning disabilities is examined in relation to accessing counselling services and a model for inclusive counselling practice is developed from the research findings. Findings are based on data collected from a quantitative survey ( n =396) of 3000 counsellors and analysed using SPSS, along with qualitative data from the survey, which was analysed using a thematic approach.     

有关智障青少年肥胖状况的调查研究

采用体质监测、文献资料调研和数理统计等方法,对北京市智障青少年的肥胖状况进行调研分析,结果显示:以BMI值作为筛查指标,智障青少年超重和肥胖的比例很高,且呈现明显的低龄化趋势,儿童期肥胖状况严重.患有唐氏综合症的智障青少年肥胖发生率高于未患有唐氏综合症的智障青少年.     

基于功能性行为评估的智力障碍儿童课堂问题行为的个案研究

研究使用跨行为撤回实验设计,以功能性行为评估为基础,在培智学校自然教学情境下对一名智障儿童严重的课堂问题行为进行积极干预.研究在自然教学情境下对被试课堂问题行为的功能进行分析,并以此为依据制定并实施以积极行为支持导向的干预.视觉分析、简化时间序列的C统计与社会效度分析结果表明,以功能性行为评估为基础的前事控制、后果控制等干预策略在改善智障儿童课堂问题行为中显示出良好效果.     

Investigating the Transition of Young Children With Intellectual Disabilities to Mainstream Classes: an Australian perspective

An investigation of the transition of 33 children with intellectual disabilities to mainstream kindergarten classes was conducted by surveying parents, receiving teachers, and receiving principals. All 33 children had received a model university-based inclusive preschool program in the year before kindergarten. Structured interviews with the parents, teachers, and principals at the beginning of Term 2 of the school year and with the parents and teachers at the end of the school year provided information about issues relating to the transition and the initial and subsequent integration of the children. The findings from this study were valuable in relation to the ongoing evaluation of the model preschool program, but also provide useful information to early intervention services and mainstream schools wanting to improve the success of their transition programs.     

Educating Pupils with Intellectual Disabilities in England: Thirty years on

In April 1971, responsibility for the education of all children with intellectual disabilities in England and Wales passed from health to education authorities at national and local level. From that date, no child could be declared to be ineducable, regardless of the nature or severity of their disability or whether they were living with their families or in residential institutions. The former Junior Training Centres were redesignated as special schools and were administered by the same Local Education Authorities who were responsible for all other publicly funded schools in the community. This paper highlights major developments in the education of children with intellectual disabilities in the light of an early review of progress and problems and subsequent reforms to the education system as a whole. Key issues include access to the National Curriculum, prospects for the education of children with intellectual disabilities in mainstream schools, and the implications of these developments for the professional development of all teachers.     

Supporting the Siblings of Young Children with Disabilities

In this article, Lynda Warren Dodd, who is senior educational psychologist for early years and the Portage Service supervisor in Stockport LEA, discusses the development of a support group for the brothers and sisters of young children with a wide range of disabilities. The group has been running, as an annual event, for eight years and offers a mix of socialising, games and group work. Through the group, the Portage Service aims to address some of the isues that emerge for families when there is a child with a disability. In order to evaluate the support offered to siblings, as well as to the child with special needs and their parents or carers, members of the Portage team gathered views from children and adults. Several key themes emerged from the comments made by children. All the participants enjoyed attending the sibling group. The children had varying degrees of understanding about their brothers' and sisters' disabilities. Some reported positive attitudes while others described the negative feelings they experienced in relation to their siblings' special needs. The parents also tended to value the sibling group and most of them asked for the provision to be extended. Lynda Dodd sets her account of this evaluation in the context of a constructive review of the literature on the sibling experience. She closes her article with a valuable summary of the implications of her work for future policy and practice in this important and often neglected area.     

Psychodynamic Therapy and Intellectual Disabilities: Dealing with challenging behaviour

One of the most serious problems facing families and care staff concerns the treatment of extremely behaviourally disturbed individuals with an intellectual disability. Frequently these people are termed dual-diagnosed or with challenging behaviour. The kinds of behaviour which present in this group can be broadly described as extremely aggressive either in their environment, to others (parents, staff, and other residents), to themselves (self-injurious behaviour which in its extreme forms are life threatening), or who are so withdrawn that living with others is unbearable. Treatment is often only possible in closed facilities and with special medication, as the prognosis for community living and social acceptance is extremely poor. In this article some theoretical material on a psychodynamic orientation concerning the diagnosis and treatment of mental illness in this group is presented. Four cases concerning long term treatment are then described--an extremely aggressive young man with a mild intellectual disability, a young man with multiple disabilities whose behaviour is destructive, a very withdrawn young woman with life threatening self-destructive behaviour, and a young autistic man with a broad spectrum of extremely uncontrollable behaviour. Finally, the success and limitations of the approach are discussed.     

日本智障儿童的数学教育

本文介绍了日本特别支援教育理念,智障儿童数学教育历史、现状与案例,旨在唤起人们对智障儿童数学教育及其研究的关注,促进我国智障儿童得到切合自身发展需要的数学教育.     

Preventing Problem Behaviors in Young Children with Disabilities

Young children with disabilities acquire behavior problems as a result of many factors. When planning interventions, it is important to remember that all children may display stages of inappropriate behaviors at various times during their early development. In most cases, the problems are short-lived and typically improve with guidance and age. There are children with continuing or increasing problem behaviors that result in injury to self or others or that cause damage to the environment; interfere with development, learning, and acquisition of new skills; or socially isolate the child. We discuss interventions and prevention strategies for young children with persistent and consistent behavior problems and present directions for future research.     

女性智力障碍者性侵害的研究述评

近些年来,女性智障者遭受性侵害问题已经引起世界各国的普遍关注.文章分析了女性智障者遭受性侵害的特点、性侵害对女性智障者的影响以及性侵害的预防与干预,并对女性智障者性侵害的研究进行了展望.     

Children with Intellectual Disabilities and Special School Education in Ghana

Even though Ghana has embraced international calls for mainstream education, many children with intellectual disabilities still receive education in segregated special schools. This article discusses the views of seven informants on the importance of special schools in Ghana. After securing the consent of our informants, we conducted in-depth qualitative interviews, transcribed and subjected the data to thematic analysis. The following views on the education of children with intellectual disabilities in special schools emerged; availability of dedicated teachers, variations in learning activities, playing the preparatory role, inclusion on their premises, discrimination and cultural stereotypes. The findings indicate that special schools still play important roles in the education of children with intellectual disabilities in Ghana.     

智力障碍者自尊与社会比较研究的综述

对智力障碍者自尊与社会比较的研究体现了社会对智力障碍者群体的人文关怀,总结相关的研究可为相应的研究及实践工作提供借鉴。智力障碍者的自尊和社会比较各具特点且关系紧密。以社会比较为切入点,可以从内因和外因两个方面对智力障碍者自尊形成及变化的内在机制进行分析和探讨。而对智力障碍者自尊与社会比较的研究能促进对该群体的心理教育实践工作,并改善其所处的环境。     

The ‘Play’ Focus in Early Intervention: Children with Intellectual Disabilities

This paper examines the characteristics of ‘play’ within the conceptual framework of early education for intellectually disabled children, suggesting that early intervention programs and strategies may have transformed ‘play’ for these children into ‘work’.     

African-American and Euro-American Preschoolers with Intellectual Disabilities: Patterns of Play with Toys

The patterns of cognitive play of 28 African-American and Euro-American preschool children with intellectual disabilities are reported. Fourteen children representing each group, matched on developmental age and family variables, were observed playing independently at home. Categorical and sequential play behaviors were coded from videotapes using a 15-second partial interval coding procedure. The pattern of African-American children's play was more reflective of their developmental age than the pattern of Euro-American children's play for their developmental age. Between group effects emerged for only 1 of 15 dependent variables included in the analyses: length of single scheme sequence. The results highlight children's strengths and challenge commonly held stereotypes. Recommendations for future research are provided.     

A Meta-Analysis of School-Age Children's Attitudes Towards Persons with Physical or Intellectual Disabilities

Factors associated with children's attitudes towards persons with physical and intellectual disabilities were examined in a meta-analysis spanning the years 1990 to 2000. A total of 20 studies met the inclusion criteria allowing for 65 comparisons across 2,240 participants. Factors of interest were attitudinal components, type of disability, age and gender of respondents, and role of inclusion. The majority of research findings revealed that children preferred target children without disabilities compared to targets with physical or intellectual disabilities. Three methods for calculating average effect sizes were used: (a) unweighted means, (b) weighted means, and (c) vote counting. It was concluded that biases in attitudes do exist but that summary results need to be interpreted with regard to individual study differences and the methods used to calculate mean effect sizes.     

A Self-Evaluation by Agencies Providing Residential Support Regarding Capacity to Support Persons with Disabilities and Challenging Behaviours

This study presents the findings of a survey in which agencies providing residential support to persons with disabilities reported their capacity to support persons with disabilities who present challenging behaviours. A total of 46 agencies completed the self-report; 62 were initially distributed. Summary variables were calculated for two independent measures, Organisational Stability and Administrative Leadership, and four dependent measures, Staff Structures, Staff Training, Measurements Systems, and Behavioural Systems. Agencies reported between 71% (Organisational Stability) and 83% (Administrative Leadership) of the features as present. The measures were all inter-correlated; Administrative Leadership was found to be more highly correlated with the dependent measures, and to better predict the dependent measures. Specific areas of low capacity were noted in all dependent measures, including features such as inadequate resources for behaviour support, reported by 40% of the responding agencies. Implications of the findings are presented for building agency capacity and community-based support of persons with disabilities.     

Promoting the Acquisition and Development of Self-Determination in Young Children with Disabilities

Self-determination is an outcome typically associated with adolescence and adulthood, yet unless there is a solid foundation established during the early elementary years, children will not be prepared to assume greater control over their lives when the time comes to do so. This article provides an introduction to and overview of self-determination and its development, and provides recommendations for instruction during the preschool and early elementary years. We also describe a model of instruction designed to promote self-determination for students from Kindergarten through third grade, and provide suggestions for supporting families to promote this outcome.     

培智学校实施交互教学模式的探索与实验

以培智学校24名7年级不同智障程度的学生为研究对象,考察了交互教学在培智学校学生阅读教学中的效果,并进一步探讨交互教学模式对智障儿童的适用性。研究采用两因素完全随机实验设计,进行为期八周的教学实验。结果表明:(1)应用交互教学进行策略学习是有效的,实验组学生在提问和小结策略的使用上与常规教学组有显著差异;(2)交互教学实验组学生在阅读理解成绩和理解监控上显著优于对照组,后者的差异主要体现在轻度学生之间的差异上。     

上海市"阳光之家"智障人士生活质量调查

目的:调查上海市成年智障人士进入阳光之家后生活质量的变化.方法:采用Cummins(1997)编制的<生活质量综合量表-智力/认知障碍第5版>(ComQol-I5量表),结合访谈,从物质、健康、成就、人际关系、安全感、社区参与、情感等方面对阳光之家的40名全日制智障人士的生活质量进行了调查,然后将此样本的结果与澳大利亚居家生活的成年智障人士样本(对照组)进行比较.结果:阳光之家智障人士在ComQol-I5的七个方面的客观评价和满意度评价得分均高于理论均分;除了社区参与以外,其它六个方面的重要性和"重要性×满意度"加权评价得分高于理论均分;除了社区参与,阳光之家的成年智障人士在生活质量的许多方面得分显著高于居家生活的成年智障人士.结论:阳光之家对智障人士生活质量改善有积极作用,但有必要进一步促进智障人士参与社区生活.