The behaviour and wellbeing of children and adults with severe intellectual disability and complex needs: the Be-Well checklist for carers and professionals

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@article{1477d144493044a89ad3d905ed75e601,
title = "The behaviour and wellbeing of children and adults with severe intellectual disability and complex needs: the Be-Well checklist for carers and professionals",
abstract = "Children and adults with severe intellectual disability and complex needs often show behaviours and distress that carers and professionals find difficult to identify causes for, manage and decrease. The prevailing view is that these behaviours and distress are learned and consequently interventions focus on behavioural techniques. In this article we summarise the findings of research that indicate that behaviour and distress in this population are influenced by transient and stable characteristics or conditions that can interact with aspects of learning, be independent of learning, and interact with each other. These transient and stable characteristics or conditions are: pain and discomfort, sensory sensitivity, anxiety and low mood, sleep problems, atypical emotional regulation, specific cognitive difference, and differences in social behaviour. To aid carers and professionals, we present a checklist of the elements of an assessment process that covers these transient and stable characteristics or conditions and other relevant influences on behaviour and distress such as seizures, medication, learning and communication. We also draw attention to the benefit of identifying the cause of intellectual disability to inform the assessment process.",
keywords = "anxiety, assessment, autism, challenging behaviour, complex needs, emotion, intellectual disability, pain, physical health, sleep",
author = "Chris Oliver and Dawn Adams and Debbie Allen and Hayley Crawford and Mary Heald and Jo Moss and Caroline Richards and Jane Waite and Alice Welham and Lucy Wilde and Kate Woodcock",
year = "2020",
doi = "10.1016/j.paed.2020.09.003",
language = "English",
journal = "Paediatrics and Child Health",
issn = "1751-7222",
publisher = "Medicine Publishing",

}

RIS

TY - JOUR

T1 - The behaviour and wellbeing of children and adults with severe intellectual disability and complex needs

T2 - the Be-Well checklist for carers and professionals

AU - Oliver, Chris

AU - Adams, Dawn

AU - Allen, Debbie

AU - Crawford, Hayley

AU - Heald, Mary

AU - Moss, Jo

AU - Richards, Caroline

AU - Waite, Jane

AU - Welham, Alice

AU - Wilde, Lucy

AU - Woodcock, Kate

PY - 2020

Y1 - 2020

N2 - Children and adults with severe intellectual disability and complex needs often show behaviours and distress that carers and professionals find difficult to identify causes for, manage and decrease. The prevailing view is that these behaviours and distress are learned and consequently interventions focus on behavioural techniques. In this article we summarise the findings of research that indicate that behaviour and distress in this population are influenced by transient and stable characteristics or conditions that can interact with aspects of learning, be independent of learning, and interact with each other. These transient and stable characteristics or conditions are: pain and discomfort, sensory sensitivity, anxiety and low mood, sleep problems, atypical emotional regulation, specific cognitive difference, and differences in social behaviour. To aid carers and professionals, we present a checklist of the elements of an assessment process that covers these transient and stable characteristics or conditions and other relevant influences on behaviour and distress such as seizures, medication, learning and communication. We also draw attention to the benefit of identifying the cause of intellectual disability to inform the assessment process.

AB - Children and adults with severe intellectual disability and complex needs often show behaviours and distress that carers and professionals find difficult to identify causes for, manage and decrease. The prevailing view is that these behaviours and distress are learned and consequently interventions focus on behavioural techniques. In this article we summarise the findings of research that indicate that behaviour and distress in this population are influenced by transient and stable characteristics or conditions that can interact with aspects of learning, be independent of learning, and interact with each other. These transient and stable characteristics or conditions are: pain and discomfort, sensory sensitivity, anxiety and low mood, sleep problems, atypical emotional regulation, specific cognitive difference, and differences in social behaviour. To aid carers and professionals, we present a checklist of the elements of an assessment process that covers these transient and stable characteristics or conditions and other relevant influences on behaviour and distress such as seizures, medication, learning and communication. We also draw attention to the benefit of identifying the cause of intellectual disability to inform the assessment process.

KW - anxiety

KW - assessment

KW - autism

KW - challenging behaviour

KW - complex needs

KW - emotion

KW - intellectual disability

KW - pain

KW - physical health

KW - sleep

UR - http://www.scopus.com/inward/record.url?scp=85092498691&partnerID=8YFLogxK

U2 - 10.1016/j.paed.2020.09.003

DO - 10.1016/j.paed.2020.09.003

M3 - Review article

AN - SCOPUS:85092498691

JO - Paediatrics and Child Health

JF - Paediatrics and Child Health

SN - 1751-7222

ER -