在学校中培养 "关键技能"，以此作为减少和预防挑战性行为的一种可行方法。

IF 2.1 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities Pub Date : 2024-06-27 DOI:10.1111/jar.13268

Heather Armstrong, Claire McDowell, Gerard Leavey, Louise D. Denne

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引用次数: 0

摘要

背景：培养 "关键技能 "可能有助于预防智障儿童出现挑战性行为。本文旨在扩展这一领域目前有限的证据：我们对学校环境中的智障儿童进行了两项研究：（1）一项横断面复制研究，探索 "关键技能 "与挑战行为之间的关系。(2) 一项纵向跟踪研究，探索 "关键技能 "水平和挑战行为之间的变化：复制研究招募了 74 名参与者，"关键技能 "得分最低者出现挑战行为的几率为 94%；得分最高者出现挑战行为的几率为 6%。后续研究招募了 39 名参与者，我们发现儿童的 "关键技能 "水平有了显著提高（p 结论："关键技能 "水平的提高对有挑战性行为的儿童来说是非常重要的：培养智障儿童的 "关键技能 "可能有助于减少或预防挑战行为。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

‘Key skills’ building in schools as a possible approach to reducing and preventing challenging behaviour

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‘Key skills’ building in schools as a possible approach to reducing and preventing challenging behaviour

Background

Building ‘key skills’ may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area.

Method

We undertook two studies with children with an intellectual disability in school settings: (1) a cross-sectional replication study exploring the relationship between ‘key skills’ and challenging behaviour. (2) a longitudinal study follow-up exploring change in ‘key skill’ levels and challenging behaviour.

Results

The replication study recruited 74 participants, those scoring lowest in ‘key skill’ had a 94% chance of having challenging behaviour; those with the highest scores had a 6% chance.

The follow-up study recruited 39 participants, we found a significant increase in children's ‘key skill’ level (p < .001) and a decrease in their challenging behaviour (p = .046).

Conclusion

Building ‘key skills’ in children with an intellectual disability may help reduce or prevent challenging behaviour.

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来源期刊

Journal of Applied Research in Intellectual Disabilities Multiple-

CiteScore

4.70

自引率

12.50%

发文量

期刊介绍： JARID is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. The journal is an important forum for the dissemination of ideas to promote valued lifestyles for people with intellectual disabilities. It reports on research from the UK and overseas by authors from all relevant professional disciplines. It is aimed at an international, multi-disciplinary readership. Topics covered include community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, mental health, physical health, autism, economic issues, social networks, staff stress, staff training, epidemiology and service provision.