Authors: Hawkins, Sarah; Kaye, Neil; Allen, David

Source: International Journal of Positive Behavioural Support, Volume 1, Number 1, Autumn 2011 , pp. 32-44(13)

Publisher: BILD - The British Institute of Learning Disabilities

Abstract:

Background: A key characteristic of positive behavioural support (PBS) is the recognition of the need to consider both proactive and reactive strategies in developing interventions for challenging behaviour. In contrast to paid carers, the training needs of family carers in relation to reactive behaviour management are given little attention, in both literature and practice.

Method: The present study examines the effectiveness of the delivery of training in bespoke physical interventions to six sets of family carers and explores their experiences of undertaking the training. As part of a longitudinal design, data were gathered across three separate time points: prior to the training; immediately after the training; and three- four months after the training.

Results: Both quantitative and qualitative data revealed a positive impact and experience of undertaking the training for the family carers.

Conclusion: Training parents in behaviour management strategies has the potential to be a useful component of PBS interventions in family settings.

Keywords: FAMILIES; REACTIVE STRATEGIES; CHALLENGING BEHAVIOUR

Document Type: Research article

Publication date: 2011-09-01

More about this publication?

• Positive behavioural support (PBS) combines the conceptual framework of applied behaviour analysis with the values base of social role valorisation and framework of person-centred approaches. The International Journal of Positive Behavioural Support is a peer-reviewed publication that aims to:

  · define and promote good practice in relation to the use of PBS

  · add to the evidence base regarding such interventions

  · demonstrate how PBS interventions can support people to change their challenging behaviours, improve their quality of life, and result in reductions in the use of restrictive procedures (such as physical intervention, seclusion and as required medication)

  · bridge the gap between academic research and service practice
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