Challenging behaviour and learning disabilities: The relationship between expressed emotion and staff attributions

Objectives. Expressed emotion (EE) and attributions towards challenging behaviour (CB) were explored amongst a group of staff working within a residential and day service placement for people with learning disabilities. 

Design. Using a cross-sectional related-samples design, EE and attributions were measured amongst all staff working with one client with CB, and one client without CB. 

Methods. Fifteen staff members completed the attributional questionnaire and the 5-minute speech sample (FMSS) to allow for EE ratings concerning staff relationships with two clients. One client exhibited CB, while the other did not, giving 2 samples. Attributional and EE ratings for each group were compared. This study did not employ vignette methodology. 

Results. Staff working with a client with learning disabilities and CB attributed the CB as internal to the client and controllable by the client. Staff reported high levels of EE and made more critical comments towards the client with CB as compared with the client without CB. Furthermore, staff who reported high EE attributed CB as internal to the client and controllable by the client.

Conclusions. Staff working with a client with challenging behaviour appeared to be making the 'fundamental attribution error'. The relationship between expressed emotion and attribution theory is discussed along with the methodological benefits of not relying on vignette methodology in research that examines challenging behaviour.