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People with learning disabilities and challenging behaviour: the characteristics of those referred and not referred to specialist teams

Published online by Cambridge University Press:  09 July 2009

K. Lowe ,
D. Felce  and
D. Blackman
K. Lowe*
Affiliation:
Welsh Centre for Learning Disabilities – Applied Research Unit, Department of Psychological Medicine, University of Wales College of Medicine, and School of Psychology, University of Wales Cardiff College
D. Felce
Affiliation:
Welsh Centre for Learning Disabilities – Applied Research Unit, Department of Psychological Medicine, University of Wales College of Medicine, and School of Psychology, University of Wales Cardiff College
D. Blackman
Affiliation:
Welsh Centre for Learning Disabilities – Applied Research Unit, Department of Psychological Medicine, University of Wales College of Medicine, and School of Psychology, University of Wales Cardiff College
*
1 Address for Correspondence: Dr Kathy Lowe, Welsh Centre for Learning Disabilities – Applied Research Unit, Meridian Court, North Road, Cardiff CF4 3BL.
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Synopsis

The characteristics of two samples of people with learning disabilities and severely challenging behaviour were examined. The experimental sample comprised subjects who had been referred to two specialist challenging behaviour services in separate counties. The comparison sample comprised subjects from the same counties who were not referred or accepted for specialist intervention. No significant differences were found between the samples in terms of age, gender, social impairment, dependency characteristics, ability levels and mental health. Significant differences between them were found in the nature and severity of aberrant behaviour presented, as assessed by their carers. The implications of these findings are discussed with regard to how the term ‘severely challenging behaviour’ is defined in practice.

Type
Original Articles
Information
Psychological Medicine , Volume 25 , Issue 3 , May 1995 , pp. 595 - 603
Copyright
Copyright © Cambridge University Press 1995

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