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{f2bacb73893e4a0493eaa79686276daf,
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 needsoften show behaviours and distress that carers and professionals finddifficult to identify causes for, manage and decrease. The prevailingview is that these behaviours and distress are learned and consequentlyinterventions focus on behavioural techniques. In this article we summarisethe findings of research that indicate that behaviour and distress inthis population are influenced by transient and stable characteristics orconditions that can interact with aspects of learning, be independent oflearning, and interact with each other. These transient and stable characteristicsor conditions are: pain and discomfort, sensory sensitivity, anxietyand low mood, sleep problems, atypical emotional regulation,specific cognitive difference, and differences in social behaviour. To aidcarers and professionals, we present a checklist of the elements of anassessment process that covers these transient and stable characteristicsor conditions and other relevant influences on behaviour and distresssuch as seizures,medication, learning and communication.We also drawattention to the benefit of identifying the cause of intellectual disability toinform the assessment process.",
author = "Chris Oliver and Dawn Adams and Debbie Allen and Hayley Crawford and Mary Heald and Joanna Moss and Caroline Richards and Jane Waite and Alice Welham and Lucy Wilde and Kate Woodcock",
year = "2020",
month = oct,
day = "13",
language = "English",
journal = "Paediatrics and Child Health",
issn = "1205-7088",
publisher = "Pulsus Group Inc.",

}

RIS

TY - JOUR

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

AU - Richards, Caroline

AU - Waite, Jane

AU - Welham, Alice

AU - Wilde, Lucy

AU - Woodcock, Kate

PY - 2020/10/13

Y1 - 2020/10/13

N2 - Children and adults with severe intellectual disability and complex needsoften show behaviours and distress that carers and professionals finddifficult to identify causes for, manage and decrease. The prevailingview is that these behaviours and distress are learned and consequentlyinterventions focus on behavioural techniques. In this article we summarisethe findings of research that indicate that behaviour and distress inthis population are influenced by transient and stable characteristics orconditions that can interact with aspects of learning, be independent oflearning, and interact with each other. These transient and stable characteristicsor conditions are: pain and discomfort, sensory sensitivity, anxietyand low mood, sleep problems, atypical emotional regulation,specific cognitive difference, and differences in social behaviour. To aidcarers and professionals, we present a checklist of the elements of anassessment process that covers these transient and stable characteristicsor conditions and other relevant influences on behaviour and distresssuch as seizures,medication, learning and communication.We also drawattention to the benefit of identifying the cause of intellectual disability toinform the assessment process.

AB - Children and adults with severe intellectual disability and complex needsoften show behaviours and distress that carers and professionals finddifficult to identify causes for, manage and decrease. The prevailingview is that these behaviours and distress are learned and consequentlyinterventions focus on behavioural techniques. In this article we summarisethe findings of research that indicate that behaviour and distress inthis population are influenced by transient and stable characteristics orconditions that can interact with aspects of learning, be independent oflearning, and interact with each other. These transient and stable characteristicsor conditions are: pain and discomfort, sensory sensitivity, anxietyand low mood, sleep problems, atypical emotional regulation,specific cognitive difference, and differences in social behaviour. To aidcarers and professionals, we present a checklist of the elements of anassessment process that covers these transient and stable characteristicsor conditions and other relevant influences on behaviour and distresssuch as seizures,medication, learning and communication.We also drawattention to the benefit of identifying the cause of intellectual disability toinform the assessment process.

M3 - Article

JO - Paediatrics and Child Health

JF - Paediatrics and Child Health

SN - 1205-7088

ER -