Rules of engagement: Toward an analysis of staff responses to challenging behavior☆
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Cited by (107)
From constraint to the management of behavioral disorders: For a sociology of “complex situations” in autism
2020, Neuropsychiatrie de l'Enfance et de l'AdolescenceThe role of physiological arousal in the management of challenging behaviours in individuals with autistic spectrum disorders
2015, Research in Developmental DisabilitiesCitation Excerpt :In a reformulated cognitive behavioural framework the four key areas of the approach are (a) the reduction of staff demands and requests in a crisis; (b) the adoption of verbal and non verbal strategies that avoids potentially arousing triggers (direct eye contact, touch, avoidance of non-verbal behaviours that may lead to conflict, aggressive postures, and stances); (c) the exploration of staff beliefs about the short-term management of challenging behaviours; (d) the provision of emotional support to staff working with challenging individuals. A cognitive formulation of this model emphasises the role of staff behaviour in the maintenance of aggressive behaviour which has some support from the literature (Hastings & Brown, 2000; Hastings & Remington, 1994; Hastings, 2002; Taylor & Carr, 1992). The reduction of staff demands and requests in a crisis is a key component of a low arousal approach (McDonnell, Reeves, Johnson, & Lane, 1998; McDonnell et al., 2002) as a reduction in staff demands can lead to reductions in aggressive behaviour (Taylor & Carr, 1992).
Staff's attitudes and reactions towards aggressive behaviour of clients with intellectual disabilities: A multi-level study
2013, Research in Developmental DisabilitiesCitation Excerpt :Ajzen (1991) described ‘the subjective norm’ as the perception of general social pressures from important others to perform or not to perform a given behaviour. In line with this description, Hastings and Remington (1994) argued that the informal staff culture is the most influential external source of rules: “A group of staff working regularly together typically develops ways of dealing with incidents of such behaviour, so that all are clear about their roles” (p. 287). Noone, Jones, and Hastings (2003) investigated the influence of the informal staff culture on the perceptions of subsequent incidents of challenging behaviour in a group of apprentices, and found that the prevailing group perception of the challenging behaviour of clients with ID is likely to influence opinions provided by individual group members.
Training direct care staff working with persons with intellectual disabilities and challenging behaviour: A meta-analytic review study
2018, Aggression and Violent BehaviorCitation Excerpt :To prevent harm to themselves, to other clients or to colleagues, and to create a safe environment, staff workers may perceive they have no alternatives than to use restrictive interventions, especially when they encounter physical aggression. Unfortunately, these interventions can be counterproductive in the long term, especially when no efforts are made to provide a functional analysis of the clients' behaviour and to provide treatment for the challenging behaviour (Hastings & Remington, 1994). The use of restrictive practices can cause persons with ID to feel unsafe, frustrated, angry, stressed and anxious, and can also cause negative experiences for staff (Fish & Culshaw, 2005; Hawkins, Allen, & Jenkins, 2005).
Therapists’ Experiences of Aggressive Behaviors among Youth with Autism Spectrum Disorder: A Qualitative Analysis
2023, Child and Family Behavior TherapyWhat Promotes Transfer of Staff Training Related to Challenging Behavior Displayed by Adults With Intellectual Disabilities?
2022, Journal of Policy and Practice in Intellectual Disabilities
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Preparation of this article was supported in part by an Economic and Social Research Council studentship held by Richard Hastings.
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The authors thank Edmund Sonuga-Barke, Amina Memon, and four anonymous reviewers for comments on earlier versions of this article.