Prevalence and Implications of Maladaptive Behaviors and Dual Diagnosis in Residential and Other Service Programs

2021 ◽

Vol 59 (2) ◽

pp. 101-111

Author(s):

Carli Friedman

Keyword(s):

Dual Diagnosis ◽

Service System ◽

Community Integration ◽

Psychiatric Disabilities ◽

Maladaptive Behaviors ◽

Intellectual And Developmental Disabilities ◽

Organizational Supports ◽

Communication Method ◽

Community Outcomes ◽

The Impact

Abstract One of the most common reasons people with intellectual and developmental disabilities (IDD) return to institutions is because of maladaptive behaviors. This study's aim was to examine the impact organizational supports can have on the community outcomes of people with dual diagnosis—those with IDD and psychiatric disabilities. We analyzed secondary Personal Outcome Measures interview data from 533 people with dual diagnosis. Findings revealed people with dual diagnosis were significantly more likely to have community outcomes present when they received individualized organizational supports. In addition, we found a number of disparities in organizational supports, including related to guardianship, communication method, and residence type. A more robust service system is necessary to ensure people with dual diagnosis are integrated into their communities.

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Writing Funding Proposals for Speech-Language Staff Development Projects

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1303.163 ◽

1982 ◽

Vol 13 (3) ◽

pp. 163-171

Author(s):

Carol A. Esterreicher ◽

Ralph J. Haws

Keyword(s):

Staff Development ◽

Development Project ◽

Project Manager ◽

State Funding ◽

Service Needs ◽

School Environments ◽

Speech Language Pathologists ◽

Service Programs ◽

Speech Language Pathologist ◽

Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

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“Paint It Black”

Journal of Individual Differences ◽

10.1027/1614-0001/a000264 ◽

2018 ◽

Vol 39 (4) ◽

pp. 196-203 ◽

Cited By ~ 1

Author(s):

Oulmann Zerhouni ◽

Johan Lepage

Keyword(s):

Emotion Regulation ◽

Conditioned Stimulus ◽

Evaluative Conditioning ◽

Maladaptive Behaviors ◽

Future Directions ◽

Contingency Awareness ◽

Difficulties In Emotion Regulation

Abstract. The present study is a first attempt to link self-reported difficulties in everyday emotion regulation (ER) with evaluative conditioning (EC). We conducted a within-subject study in which participants (n = 90) filled the Difficulties in Emotion Regulation Scale (DERS) and were exposed to neutral conditioned stimulus (CS) paired with mildly or highly arousing negative unconditioned stimuli (USs) and positive USs. Participants then filled a contingency awareness measure. Results showed (i) that CSs paired with highly arousing negative USs were more negatively evaluated, (ii) that the EC effect with highly and mildly arousing negative USs was stronger among participants with greater self-reported difficulties in everyday ER. Moreover, participants were more likely to be aware of the CS-US contingencies with highly (vs. mildly) arousing negative USs. Implications for the understanding of maladaptive behaviors and for future directions in EC research are discussed.

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