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Special educators’ understanding of challenging behaviours in children with learning disabilities : sensitivity to information about behavioural function.
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Morgan, G. M. and Hastings, Richard P. (1998) Special educators’ understanding of challenging behaviours in children with learning disabilities : sensitivity to information about behavioural function. Behavioural and Cognitive Psychotherapy, Volume 26 (number 1). pp. 43-52. doi:10.1017/S1352465898000058 ISSN 1352-4658.
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Abstract
Social psychological models of reasoned action, and behavioural models of verbal behaviour, predict that caregiver beliefs and attributions partially determine their responses to challenging behaviours. The present study examined the relationship between special educators’ causal attributions and the underlying function of challenging behaviours in children with learning disabilities. Sixty special school staff were presented with two questionnaire vignettes describing attention seeking and task avoidance behaviour. They were then asked to identify the likely causes of the behaviours. Only a small proportion of participants made accurate causal attributions about the two examples of challenging behaviour. In addition, staff experience had little effect on the accuracy of attributions. Implications for future research, for staff training, and analysis of challenging behaviours are discussed.
Item Type: | Journal Article | ||||
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Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||
Journal or Publication Title: | Behavioural and Cognitive Psychotherapy | ||||
Publisher: | Cambridge University Press | ||||
ISSN: | 1352-4658 | ||||
Official Date: | January 1998 | ||||
Dates: |
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Volume: | Volume 26 | ||||
Number: | number 1 | ||||
Page Range: | pp. 43-52 | ||||
DOI: | 10.1017/S1352465898000058 | ||||
Status: | Peer Reviewed | ||||
Publication Status: | Published | ||||
Access rights to Published version: | Restricted or Subscription Access |
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