Literature Review On Challenging Behaviour

LITERATURE REVIEW
This chapter will be an in-depth review of the literature around the research question which is ‘An exploration into the experiences of staff who work with people with intellectual disabilities that present with challenging behaviours’ whilst focusing on the main concepts and methods that are already in place. The terms ‘intellectual disability (ID)’ and ‘challenging behaviour’ will be defined and discussed as to how it is perceived by staff working in the area of intellectual disability. Contributing causes and triggers to challenging behaviour will also be investigated within this chapter. The techniques and coping mechanisms used by trained staff within organisations will be examined and how the trained staff, use these

(The Challenging Behaviour Foundation, 2014).
Sub types of Aggression
Mace and Mauk (1995) cited in Ingram 2011, suggests that ‘there are various dimensions of the activity caused by the neurotransmitter disturbance’. These are known as sub types of aggressions which are inflicted upon the individual by themselves.
Functional Behavioural Assessments
Functional Assessment or function analysis is carried out to assess challenging behaviour and to provide causes and reasons for the challenging behaviour being shown. This assessment is made to look at the person as a whole and view their life before intervening. A functional behavioural assessment is usually carried out by a multi disciplinary team which consists of: a psychologist, other behaviour specialists, a social worker/social care worker, family/parents and the persons key/link worker. A record of behaviours is recorded and collected over a period of time to get a clear picture of the challenging behaviour. The main purpose of this assessment is to help understand the individuals behaviours and to ensure that the persons needs are being correctly met. Once the behaviours are recorded and analysed, a care plan and behavioural support plan can then be put in place to help support the individual. Strategies to help minimise and reduce the behaviours can also be introduced at this point and it is vital that

This section looks at crisis prevention techniques/interventions used by staff to protect themselves and to de-escalate a situation if the need arose. The Crisis Prevention Institute (CPI) was established in 1980 for people primarily employed as carers or public health staff. CPI offered training in ‘safe, respectful and non invasive methods for managing disruptive and assaultive behaviour in a way that is compatible with staff’s duty to provide the best possible care. (CPI Ireland, 2014).
Within the disability sector the most widely used method of training provided is NCI (Nonviolent Crisis Intervention) training. This training helps with: reducing the risk of injury, complying with legislation mandates, meeting regulatory/accreditation standards, improving staff retention, minimising exposure to liability and promoting the philosophy of care, welfare, safety, and security. (CPI Ireland, 2014). This method focuses on teaching participants three main objectives which are as follows: preventative techniques, nonviolent physical crisis intervention and team intervention and situational role plays and postvention. (Nonviolent Crisis Intervention,