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Positive behavioural support for children and young people with developmental disabilities in special education settings : a systematic review
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Beqiraj, Lorena, Denne, Louise D., Hastings, Richard P. and Paris, Andreas (2022) Positive behavioural support for children and young people with developmental disabilities in special education settings : a systematic review. Journal of Applied Research in Intellectual Disabilities, 35 (3). pp. 719-735. doi:10.1111/jar.12989
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WRAP-Positive-behavioural-support-for-children-and-young-people-with-developmental-disabilities-Beqiraj-2022.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons Attribution 4.0. Download (1617Kb) | Preview |
Official URL: http://dx.doi.org/10.1111/jar.12989
Abstract
Background
Positive behavioural support (PBS) can be effective in supporting children and young people (CYP) with developmental disabilities. This systematic review focused on describing the components and nine characteristics of PBS that have been used with CYP with developmental disabilities in special education settings, and the evidence for PBS effectiveness in these settings. Additionally, facilitators and barriers to PBS implementation, and experiences of stakeholders, were investigated.
Method
Systematic searches followed a registered protocol, and 30 studies were identified, narratively synthesised, and critically appraised.
Results
From the 30 studies included, 10 reported the presence of all 9 PBS characteristics, 17 reported on 8 PBS characteristics, and 3 reported on 7 characteristics. Overall, 28 studies demonstrated significant decreases in behaviours that challenge and increases in alternative behaviours, if increasing alternative behaviours was part of the interventions.
Conclusions
There was a lack of evidence on facilitators and barriers, and a lack of qualitative studies exploring experiences of stakeholders with PBS in special education settings. The available evidence suggested that not all studies reported on all PBS characteristics when describing the approach followed. In addition, available evidence suggested that most studies demonstrated effectiveness of PBS regarding the measured outcomes. Implications and future directions are discussed.
| Item Type: | Journal Item | |||||||||
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| Subjects: | L Education > LC Special aspects of education R Medicine > RJ Pediatrics |
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| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | |||||||||
| Library of Congress Subject Headings (LCSH): | Autism in children -- Education, Autism in adolescence -- Education, Special education schools, Special education -- Study and teaching | |||||||||
| Journal or Publication Title: | Journal of Applied Research in Intellectual Disabilities | |||||||||
| Publisher: | Wiley-Blackwell Publishing Ltd. | |||||||||
| ISSN: | 1468-3148 | |||||||||
| Official Date: | May 2022 | |||||||||
| Dates: |
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| Volume: | 35 | |||||||||
| Number: | 3 | |||||||||
| Number of Pages: | 17 | |||||||||
| Page Range: | pp. 719-735 | |||||||||
| DOI: | 10.1111/jar.12989 | |||||||||
| Status: | Peer Reviewed | |||||||||
| Publication Status: | Published | |||||||||
| Access rights to Published version: | Open Access | |||||||||
| RIOXX Funder/Project Grant: |
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