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

Heather Armstrong; Claire McDowell; Gerard Leavey; Louise  Denne

doi:10.1111/jar.13268

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

Heather Armstrong
, Claire McDowell
, Gerard Leavey
, Louise Denne

University of Warwick

Research output: Contribution to journal › Article › peer-review

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Abstract

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.

Original language	English
Article number	e13268
Pages (from-to)	1-11
Number of pages	11
Journal	Journal of Applied Research in Intellectual Disabilities
Volume	37
Issue number	5
Early online date	27 Jun 2024
DOIs	https://doi.org/10.1111/jar.13268
Publication status	Published (in print/issue) - 1 Sept 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Journal of Applied Research in Intellectual Disabilities published by John Wiley & Sons Ltd.

Data Availability Statement

The data that support the findings of this study are available from the
corresponding author upon reasonable request.

Funding

No funding was received in support of this project

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education
SDG 10 Reduced Inequalities

Keywords

challenging behaviour
intellectual disability
prevention
risk marker
skills development
Cross-Sectional Studies
Follow-Up Studies
Humans
Male
Child Behavior
Problem Behavior
Adolescent
Female
Child
Intellectual Disability
Longitudinal Studies
Schools

Access to Document

10.1111/jar.13268

Research Intellect Disabil - 2024 - Armstrong - Key skills building in schools as a possible approach to reducing andFinal published version, 1.15 MBLicence: CC BY

Cite this

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title = "{\textquoteleft}Key skills' building in schools as a possible approach to reducing and preventing challenging behaviour",

abstract = "Background: Building {\textquoteleft}key skills{\textquoteright} 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 {\textquoteleft}key skills{\textquoteright} and challenging behaviour. (2) a longitudinal study follow-up exploring change in {\textquoteleft}key skill{\textquoteright} levels and challenging behaviour. Results: The replication study recruited 74 participants, those scoring lowest in {\textquoteleft}key skill{\textquoteright} 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 {\textquoteleft}key skill{\textquoteright} level (p <.001) and a decrease in their challenging behaviour (p =.046). Conclusion: Building {\textquoteleft}key skills{\textquoteright} in children with an intellectual disability may help reduce or prevent challenging behaviour.",

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author = "Heather Armstrong and Claire McDowell and Gerard Leavey and Louise Denne",

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AU - Leavey, Gerard

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KW - Cross-Sectional Studies

KW - Follow-Up Studies

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KW - Male

KW - Child Behavior

KW - Problem Behavior

KW - Adolescent

KW - Female

KW - Child

KW - Intellectual Disability

KW - Longitudinal Studies

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ER -

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

Abstract

Bibliographical note

Data Availability Statement

Funding

UN SDGs

Keywords

Access to Document

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