Teaching staff knowledge, attributions and confidence in relation to working with children with an intellectual disability and challenging behaviour

Rae, Helen, Murray, George and McKenzie, Karen (2011) Teaching staff knowledge, attributions and confidence in relation to working with children with an intellectual disability and challenging behaviour. British Journal of Learning Disabilities, 39 (4). pp. 295-301. ISSN 1354 4187

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Official URL: http://dx.doi.org/10.1111/j.1468-3156.2010.00667.x

Abstract

The present study examined Scottish teaching staff knowledge about the definition and management of challenging behaviour displayed by children with an intellectual disability. Knowledge levels were relatively low, and participants were most likely to define challenging behaviour by function or topography. Teaching staff were largely unaware of positive programming strategies, suggesting that they may not be properly equipped to manage challenging behaviour effectively in the longer term. The teaching staff were found to hold attributions which research suggests are associated with reduced helping behaviour and increased anger. This indicates a continuing need to identify effective ways of promoting more accurate knowledge and positive attributions in teaching staff.

Item Type: Article
Uncontrolled Keywords: Attributions, challenging behaviour, confidence, teacher knowledge
Subjects: C800 Psychology
Department: Faculties > Health and Life Sciences > School of Life Sciences > Psychology
Depositing User: Karen Mckenzie
Date Deposited: 12 Nov 2014 16:51
Last Modified: 21 Aug 2017 03:41
URI: http://nrl.northumbria.ac.uk/id/eprint/18081

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