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Changes in attributions as a consequence of training for challenging and complex behaviour for carers of people with learning disabilities: a systematic review

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Changes in attributions as a consequence of training for challenging and complex behaviour for carers of people with learning disabilities : a systematic review. / Williams, Sophie; Dagnan, Dave; Rodgers, Jacqui; McDowell, Kathryn.

In: Journal of Applied Research in Intellectual Disabilities, Vol. 25, No. 3, 05.2012, p. 203-216.

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Williams, Sophie ; Dagnan, Dave ; Rodgers, Jacqui ; McDowell, Kathryn. / Changes in attributions as a consequence of training for challenging and complex behaviour for carers of people with learning disabilities : a systematic review. In: Journal of Applied Research in Intellectual Disabilities. 2012 ; Vol. 25, No. 3. pp. 203-216.

Bibtex

@article{9f6eebf0fa6c4d76811e0142f216550f,
title = "Changes in attributions as a consequence of training for challenging and complex behaviour for carers of people with learning disabilities: a systematic review",
abstract = "Aim This paper reviews the evidence for changes in carers attributions regarding the behaviour of people with intellectual disabilities as a consequence of carer training in challenging and complex behaviour.Method Papers were included in the review if they reported outcomes for carer training on the behaviour of people with intellectual disabilities and used a measure of carer attribution of the behaviour of people with intellectual disabilities. The characteristics of the scales used and the content and length of training are considered as possible factors affecting changes in attribution.Results Eleven papers were reviewed, most studies using behavioural curricula for their training, and none explicitly set out to change attributions. Eight of the 11 papers reviewed reported changes in attribution although core characteristics of training did not distinguish those papers that reported such changes and those that did not.Conclusions Changes in beliefs and attributions occur even though these are not identified as a focus within the training provided. The present authors suggest that the formulation processes involved in behavioural training may play a key part in changing attributions as a consequence of this training. The present authors discuss the potential for more focussed intervention designed to change attributions and for better alignment of measures to specific attribution change expected as a result of specific training approaches.",
keywords = "attribution, challenging behaviour, staff, training, INTELLECTUAL DISABILITIES, COGNITIVE REPRESENTATION, EMOTIONAL RESPONSES, STAFF WORKING, ADULTS, IMPACT, KNOWLEDGE, INTERVENTIONS, MANAGEMENT, DISORDERS",
author = "Sophie Williams and Dave Dagnan and Jacqui Rodgers and Kathryn McDowell",
year = "2012",
month = may,
doi = "10.1111/j.1468-3148.2011.00654.x",
language = "English",
volume = "25",
pages = "203--216",
journal = "Journal of Applied Research in Intellectual Disabilities",
issn = "1360-2322",
publisher = "Wiley-Blackwell Publishing Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - Changes in attributions as a consequence of training for challenging and complex behaviour for carers of people with learning disabilities

T2 - a systematic review

AU - Williams, Sophie

AU - Dagnan, Dave

AU - Rodgers, Jacqui

AU - McDowell, Kathryn

PY - 2012/5

Y1 - 2012/5

N2 - Aim This paper reviews the evidence for changes in carers attributions regarding the behaviour of people with intellectual disabilities as a consequence of carer training in challenging and complex behaviour.Method Papers were included in the review if they reported outcomes for carer training on the behaviour of people with intellectual disabilities and used a measure of carer attribution of the behaviour of people with intellectual disabilities. The characteristics of the scales used and the content and length of training are considered as possible factors affecting changes in attribution.Results Eleven papers were reviewed, most studies using behavioural curricula for their training, and none explicitly set out to change attributions. Eight of the 11 papers reviewed reported changes in attribution although core characteristics of training did not distinguish those papers that reported such changes and those that did not.Conclusions Changes in beliefs and attributions occur even though these are not identified as a focus within the training provided. The present authors suggest that the formulation processes involved in behavioural training may play a key part in changing attributions as a consequence of this training. The present authors discuss the potential for more focussed intervention designed to change attributions and for better alignment of measures to specific attribution change expected as a result of specific training approaches.

AB - Aim This paper reviews the evidence for changes in carers attributions regarding the behaviour of people with intellectual disabilities as a consequence of carer training in challenging and complex behaviour.Method Papers were included in the review if they reported outcomes for carer training on the behaviour of people with intellectual disabilities and used a measure of carer attribution of the behaviour of people with intellectual disabilities. The characteristics of the scales used and the content and length of training are considered as possible factors affecting changes in attribution.Results Eleven papers were reviewed, most studies using behavioural curricula for their training, and none explicitly set out to change attributions. Eight of the 11 papers reviewed reported changes in attribution although core characteristics of training did not distinguish those papers that reported such changes and those that did not.Conclusions Changes in beliefs and attributions occur even though these are not identified as a focus within the training provided. The present authors suggest that the formulation processes involved in behavioural training may play a key part in changing attributions as a consequence of this training. The present authors discuss the potential for more focussed intervention designed to change attributions and for better alignment of measures to specific attribution change expected as a result of specific training approaches.

KW - attribution

KW - challenging behaviour

KW - staff

KW - training

KW - INTELLECTUAL DISABILITIES

KW - COGNITIVE REPRESENTATION

KW - EMOTIONAL RESPONSES

KW - STAFF WORKING

KW - ADULTS

KW - IMPACT

KW - KNOWLEDGE

KW - INTERVENTIONS

KW - MANAGEMENT

KW - DISORDERS

U2 - 10.1111/j.1468-3148.2011.00654.x

DO - 10.1111/j.1468-3148.2011.00654.x

M3 - Journal article

VL - 25

SP - 203

EP - 216

JO - Journal of Applied Research in Intellectual Disabilities

JF - Journal of Applied Research in Intellectual Disabilities

SN - 1360-2322

IS - 3

ER -