Meeting the emotional needs of children with challenging behaviour and developmental disabilities : a thesis presented in partial fulfilment of the requirements for the degree of Clinical Psychology at Massey University, Palmerston North, New Zealand
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Date
2010
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Massey University
Abstract
Research on the utility of combining behavioural interventions with emotion-based
components of intervention for children with developmental disability and challenging
behaviour is limited. The current study aimed to gather empirical evidence identifying the
importance of considering emotional and motivational needs in addressing behavioural
difficulties in children with developmental disabilities. The four component model
(Meyer & Evans, 1989) for intervening with challenging behaviour was utilised as the
theoretical framework for this study, with each component being addressed in four single
case designs. The four children and their families involved in this study were; Simon
(aged 12), William (aged 5), Lily (aged 5) and Hohepa (aged 15). Results across baseline,
intervention, and three- and six-month follow-up assessments indicated the difficulty in
determining which component was most significant in creating change in challenging
behaviours. However, the results consistently indicated benefits for each child through
involvement in this study. Interviews with parents at three- and six-month follow-up also
provided information on the benefits of this study, including improvements in their
child’s behaviour and benefits for themselves as parents. This research provides support
for the four component model and implies the utility of adding an emotion-based
component to behavioural interventions when working with such children. Future
research would benefit from increased sample size and time periods to continue to
document the utility, or otherwise, of this mode of intervention
Description
Keywords
Developmental disabilities, Problem children, Behaviour modification, Emotional needs