Beqiraj, Lorena, Denne, Louise D. and Hastings, Richard P. (2022) Short report : correlates of behaviours that challenge in children with intellectual disability in special education settings. Research in Developmental Disabilities, 131 . 104367. doi:10.1016/j.ridd.2022.104367 ISSN 0891-4222.

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Abstract

Background:
Understanding the correlates of behaviours that challenge (CB) can help in both identifying children with intellectual disabilities (ID) at risk of developing CB and designing support programmes and interventions.

Aims:
This study explores the correlates of CB exhibited by children with ID in special educational settings in the UK.

Methods and procedures:
Data on behaviours that challenge were provided by educators of 71 children with ID. Additional measures of adaptive and pro-social behaviours, maternal anxiety, depression, and stress, and demographic variables were included in the cross-sectional binary logistic regression analyses.

Outcomes and results:
Results showed that pro-social behaviours of children with ID were associated negatively with overall CB (OR=0.72, 95% CI [0.62, 0.84], p < 0.001), stereotyped (OR=0.81, 95% CI [0.70, 0.94], p = 0.005), self-injurious (OR=0.80, 95% CI [0.70, 0.90], p < 0.001), and aggressive/destructive behaviours (OR=0.79, 95% CI [0.69, 0.90], p < 0.001). Stereotyped behaviours were associated with lower adaptive skills (OR=0.95, 95% CI [0.91, 0.99], p = 0.026) and male gender (OR=9.20, 95% CI [1.07, 79.44], p = 0.044). Aggressive/Destructive behaviours were associated with maternal stress (OR=0.82, 95% CI [0.70, 0.97], p = 0.022), and increased maternal anxiety (OR=1.21, 95% CI [1.00, 1.47], p = 0.050) was a marginally significant predictor of self-injurious behaviours.

Conclusions and implications:
The findings of this study emphasise the potential role of pro-social and adaptive behaviours, gender of children with ID, and maternal stress, as factors associated with CB in special education settings. Therefore, the present study contributes to extending the literature on correlates of CB for children with ID in special education settings while adopting an evidence-informed methodology for defining and measuring CB that facilitates replicability and allows for comparisons across findings of studies that explore CB thus increasing a more coherent evidence-base regarding assessment of CB.

Item Type:	Journal Article
Subjects:	L Education > LC Special aspects of education
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Library of Congress Subject Headings (LCSH):	Children with mental disabilities -- Education, Problem children -- Education, Problem children -- Behavior modification, Behavior disorders in children, Special education, Inclusive education, Classroom management, Intellectual disability
Journal or Publication Title:	Research in Developmental Disabilities
Publisher:	Pergamon
ISSN:	0891-4222
Official Date:	December 2022
Dates:	Date Event December 2022 Published 31 October 2022 Available 13 October 2022 Accepted
Volume:	131
Article Number:	104367
DOI:	10.1016/j.ridd.2022.104367
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access (Creative Commons)
Date of first compliant deposit:	20 December 2022
Date of first compliant Open Access:	20 December 2022

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