Challenging Behavior

Author(s):  
Catia Cividini-Motta ◽  
Sarah E. Bloom ◽  
Claudia Campos
Keyword(s):  
2018 ◽  
Author(s):  
Daniela Holle ◽  
Lena Köller ◽  
Esme Moniz-Cook ◽  
Margareta Halek

2017 ◽  
Vol 1 (3) ◽  
pp. 158-167 ◽  
Author(s):  
David Simó-Pinatella ◽  
Cristina Mumbardó-Adam ◽  
Esteban Montenegro-Montenegro ◽  
Alba Cortina ◽  
Joana Maria Mas ◽  
...  

Sensors ◽  
2021 ◽  
Vol 21 (3) ◽  
pp. 704
Author(s):  
James Chung-Wai Cheung ◽  
Eric Wing-Cheong Tam ◽  
Alex Hing-Yin Mak ◽  
Tim Tin-Chun Chan ◽  
Will Po-Yan Lai ◽  
...  

Wandering is a common behavioral disorder in the community-dwelling elderly. More than two-thirds of caregivers believe that wandering would cause falls. While physical restraint is a common measure to address wandering, it could trigger challenging behavior in approximately 80% of the elderly with dementia. This study aims to develop a virtual restraint using a night monitoring system (eNightLog) to provide a safe environment for the elderly and mitigate the caregiver burden. The eNightLog system consisted of remote sensors, including a near infra-red 3D time-of-flight sensor and ultrawideband sensors. An alarm system was controlled by customized software and algorithm based on the respiration rate and body posture of the elderly. The performance of the eNightLog system was evaluated in both single and double bed settings by comparing to that of a pressure mat and an infrared fence system, under simulated bed-exiting scenarios. The accuracy and precision for the three systems were 99.0%, 98.8%, 85.9% and 99.2%, 97.8%, 78.6%, respectively. With higher accuracy, precision, and a lower false alarm rate, eNightLog demonstrated its potential as an alternative to physical restraint to remedy the workload of the caregivers and the psychological impact of the elderly.


2021 ◽  
pp. 109830072098353
Author(s):  
Emily Gregori ◽  
Mandy J. Rispoli ◽  
Catharine Lory ◽  
So Yeon Kim ◽  
Marie David

Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.


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