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Titolo:
Issues in the definition and implementation of "best practice" for staff delivery of interventions for challenging behaviour
Autore:
Ager, A; OMay, F;
Indirizzi:
Queen Margaret Univ Coll, Ctr Int Hlth Studies, Edinburgh EH12 8TS, Midlothian, Scotland Queen Margaret Univ Coll Edinburgh Midlothian Scotland EH128TS Scotland
Titolo Testata:
JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY
fascicolo: 3, volume: 26, anno: 2001,
pagine: 243 - 256
SICI:
1366-8250(200109)26:3<243:IITDAI>2.0.ZU;2-I
Fonte:
ISI
Lingua:
ENG
Soggetto:
INTELLECTUAL DISABILITIES; MENTAL-RETARDATION; BRAIN INJURY; CARE STAFF; PEOPLE; RESPONSES; ADULTS; EXPLANATIONS; PERFORMANCE; MAINTENANCE;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
45
Recensione:
Indirizzi per estratti:
Indirizzo: Ager, A Queen Margaret Univ Coll, Ctr Int Hlth Studies, Edinburgh EH12 8TS, Midlothian, Scotland Queen Margaret Univ Coll Edinburgh Midlothian Scotland EH12 8TS d
Citazione:
A. Ager e F. O'May, "Issues in the definition and implementation of "best practice" for staff delivery of interventions for challenging behaviour", J INTELL D, 26(3), 2001, pp. 243-256

Abstract

A focal sample of 103 intervention outcome studies was considered to confirm the evidence base for "best practice" for intervention for challenging behaviour in persons with intellectual disability and acquired brain injury and establish the service conditions associated with its effective implementation. Evidence supports the effectiveness of behavioural interventions with challenging behaviour, particularly those based upon prior functional analysis of behaviour. However, problems in formulating practice guidelines from such literature include: the limited evidence regarding clinical effectiveness in work with persons with acquired brain injury,- the uncertain durability of change subsequent to intervention; and the heavy reliance upon research personnel external to services for assessment, analysis and programme design in reported studies. Subsequently, a further 42 papers which directly addressed the issue of the capacity of direct care for the delivery ofinterventions were reviewed. These suggest the importance of supervision processes, attitudinal change and establishment of formal review mechanisms as adjuncts to staff training in intervention methods.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 29/11/20 alle ore 00:59:52