Assistive Technology for Promoting the Independence and the Quality of Life in Persons With Alzheimer's Disease

Persons with Alzheimer's disease (AD) may present a loss of cognitive functioning, memory impairments, communication difficulties, obstacles to perform daily activities, disorientation, and challenging behaviours. Currently, there is no cure for AD. However, there are valid treatments to alleviate AD-related symptoms and to reduce the burden on carers; for example, the effectiveness of the use of assistive technology (AT) has been seen. The aim was to provide, in this chapter, an overview of the newest empirical evidences available on the use of AT-based programs to improve the independence and the quality of life of patients with Alzheimer's disease and their caregivers. A selective literature review was carried out considering Alzheimer's, assistive technologies, dementia, quality of life, and caregivers. Empirical data demonstrated the effectiveness and the suitability of the AT interventions allowing participants to improve their quality of life, as well as to mitigate the mental and physical burden of their caregivers.

Managing Challenging Behaviours in Children With Autism Spectrum Disorder

Managing challenging behaviours is crucially important in order for a child to start learning, and this chapter provides teachers with certain tips and recommendations that are meant to improve the quality of life of autistic children, which implies, in particular, increasing their level of independence, the ability to establish social relationships, the opportunity to study and work, access to outdoor and leisure activities. The main aims of this chapter would be addressing the development of new positive behaviour skills which will facilitate social interaction, communication, and learning readiness and the reduction of undesirable forms of behaviour (aggression, self-aggression, hysterics, fears, unusual interests, stereotype behaviours), which are the main factors that hinder socialization and learning. This chapter will present some instruments to collect data about managing behaviours, interpret the data, and address the challenging behaviour in an appropriate manner.

Spanish Validation of the Emotional Reactions to Challenging Behaviours Scale in Employees Working with People Exhibiting Intellectual Disabilities

The Emotional Reactions to Challenging Behaviours Scale (ERCBS) was designed to evaluate the emotional states of support staff facing challenging behaviours from recipients. Employees working with People Exhibiting Intellectual Disability (PEIDs) are exposed to challenging behaviours. Exposure to challenging behaviours can affect the occupational well-being of these employees. It is thus important for investigators to have instruments assessing employees’ emotional reactions to challenging behaviours reliably and validly. In this study, we translated the ERCBS into Spanish and inquired into the psychometric and structural properties of the adapted instrument. We relied on a sample of 232 employees working with PEIDs. Confirmatory factor analysis indicated that the ERCBS was best modelled as a two-factor measure involving a negative emotion factor and a positive emotion factor. The two factors were highly correlated (0.547), suggesting that a distinction between “emotional” and “non-emotional” individuals might be relevant when using the ERCBS. Alpha and omega reliabilities were satisfactory. ERCBS scores did not differ between men and women. ERCBS scores correlated negatively with participants’ age and years of service with PEIDs. Our study suggests that the Spanish version of the ERCBS can be used to assess emotional reactions to challenging behaviours among employees working with PEIDs.

Situation in Special Education: Interaction between Teachers and Children Who Have Intellectual Disability and Who Display Challenging Behaviours

Interactions between staff and individuals with intellectual disability have been shown to influence the development or maintenance of challenging behaviours among the latter. Given the implications of these observations, the present study sought to describe special education teachers’ responses to challenging behaviours displayed by their pupils. Eight teachers and 12 children with intellectual disability who manifested challenging behaviours were observed over the course of 6 months. Teachers completed questionnaires regarding their emotional reactions to, and understanding of, challenging behaviours. They also reported their behavioural and emotional responses to challenging behaviours described in vignettes. The combination of observation and questionnaires provided a more comprehensive understanding of teacher’s attitudes towards challenging behaviours. Results indicated a discrepancy between reported and observed behaviours. Teachers preferred verbal interventions or not responding to challenging behaviours. The analysis of interactions between teachers and their pupils highlighted relationships between emotions, attributions and several behaviours.

Crisis stabilisation services for people with intellectual disabilities: A systematic review

People with intellectual and developmental disabilities sometimes engage in challenging behaviours. When behaviours escalate to the point where they pose imminent risk to the safety of people and environments, a crisis occurs that jeopardises community living and participation. In these situations, timely access to crisis stabilisation services is required. We conducted a systematic review of the literature to synthesise evidence on effective crisis stabilisation service models for challenging behaviours. A total of 46 publications met the inclusion criteria. The literature describes a spectrum of crisis stabilisation services of varying intensities including: outreach, outpatient, inpatient, respite, and capacity building through education and training. However, there is limited guidance on how to best structure service models. This review highlights the need for comprehensive and person-centred programme evaluations.

The Use of Transcranial Direct Current Stimulation (tDCS) To Reduce Impulsivity and Aggression in Adults With Intellectual Developmental Disabilities: The tDCS-RIADD Randomized Controlled Trial Protocol

Background Challenging behaviours, in particular aggressive behaviours, are prevalent among people with intellectual developmental disabilities. Predictors of challenging behaviours are numerous, including past history of aggression, poor coping skills and impulsivity. Factors like motor or Rapid Response Impulsivity (RRI), have neurobiological underpinnings that may be amenable to change via neuromodulation using non-invasive brain stimulation techniques like transcranial Direct Current Stimulation (tDCS). Methods This study aims to determine the efficacy of anodal tDCS in reducing RRI and incidents of aggression in people with intellectual developmental disabilities (IDD) in residential or hospital settings. Using a single blind, randomized, sham-controlled trial design, adults with IDD, with a history of impulsivity leading to aggression, will be randomised to receive either repetitive anodal or sham tDCS applied to the left dorsolateral prefrontal cortex. Outcome measures assessing impulsivity and aggression, will be collected for up to one month following the last tDCS session. Discussion The results of this study may pave the way for developing targeted interventions for impulsivity and aggressive behaviours in people with IDD.