The Effect of Staff Perception of Challenging Behavior of Individual with Developmental Disabilities on their Burnout in the Disabled Welfare Facilities: Centered on the Moderation Effects of Intervention Strategies

2019 ◽  
Vol 23 (2) ◽  
pp. 1-27
Author(s):  
Seong-Joong Kim ◽  
Jeong-ha Hwang
Keyword(s):  
Developmental Disabilities ◽  
Challenging Behavior ◽  
Intervention Strategies ◽  
Moderation Effects ◽  
Staff Perception ◽  
The Disabled

Technological Solutions for Helping Adaptive Responding of Children with Severe to Profound Developmental Disabilities

2022 ◽  
pp. 1845-1858
Author(s):  
Viviana Perilli ◽  
Fabrizio Stasolla ◽  
Adele Boccasini
Keyword(s):  
Developmental Disabilities ◽  
Assistive Technology ◽  
Challenging Behavior ◽  
Adaptive Response ◽  
Social Contact ◽  
Clinical Practices ◽  
Literature Overview ◽  
Adaptive Responding ◽  
Cluster Technology

This article provides the reader with a literature overview of the newest empirical evidences available on the use of assistive technology-based programs for teaching and improving adaptive responding of children with severe to profound developmental disabilities. Four main categories of studies were selected, regarding (a) the technology for promoting independent access to positive stimulation, (b) the combination between microswitch and VOCA aimed at asking for social contact with a caregiver, (c) the cluster technology for increasing an adaptive response, and simultaneously reducing a challenging behavior, (d) the technology for requesting and choosing desired item or the access to the literacy. Overall, 26 studies were reviewed, and 75 participants were involved. The outcomes were largely positive, although few failures occurred. Psychological and Rehabilitative implications of the findings for both research and clinical practices were critically discussed

Teaching Paraprofessionals to Implement Function-Based Interventions

2016 ◽  
Vol 32 (2) ◽  
pp. 114-123 ◽  
Author(s):  
Virginia L. Walker ◽  
Martha E. Snell
Keyword(s):  
Intellectual Disability ◽  
Challenging Behavior ◽  
Functional Behavior Assessment ◽  
Intervention Strategies ◽  
Behavior Assessment ◽  
Future Research ◽  
Appropriate Behavior ◽  
Functional Behavior ◽  
Workshop Training ◽  
Students With Autism

The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students’ appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed.

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