Relationship among challenging, repetitive, and communicative behaviors in children with severe intellectual disabilities.
We used experimental and descriptive functional analyses and lag sequential analyses to examine the functional and temporal relationship among the self-injurious (SIB), potentially injurious, repetitive, challenging, and pragmatic communicative behaviors of 6 children with intellectual disabilities. Functional analyses revealed social function for SIB, potentially injurious, and repetitive behaviors across 5, 4, and 5 participants, respectively. Sixteen functionally equivalent response classes were identified across participants using both experimental and naturalistic observation data. Repetitive, potentially injurious, and SIB behaviors were significantly temporally associated, and pragmatic communicative behaviors were strongly temporally associated with challenging behaviors. The importance of the temporal and functional relationship between imperative communicative acts and challenging behavior is discussed.
Petty
Jane
J
School of Psychology, University of Birmingham, Birmingham, England. j.l.petty@bham.ac.uk
Allen
Debbie
D
Oliver
Chris
C
D000293:Adolescent; D000374:Aggression; D002648:Child; D002675:Child, Preschool; D003142:Communication; D003627:Data Interpretation, Statistical; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D007398:Interpersonal Relations; D007805:Language Development Disorders / Q000523:psychology; D008297:Male; D016728:Self-Injurious Behavior / Q000523:psychology*; D013239:Stereotyped Behavior; D011795:Surveys and Questionnaires