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Prevalence of Challenging Behaviors Exhibited by Children with Disabilities: Mapping the Literature.

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Title: Prevalence of Challenging Behaviors Exhibited by Children with Disabilities: Mapping the Literature.
Authors: Simó-Pinatella, David (AUTHOR), Mumbardó-Adam, Cristina (AUTHOR), Alomar-Kurz, Elisabeth (AUTHOR), Sugai, George (AUTHOR), Simonsen, Brandi (AUTHOR)
Source: Journal of Behavioral Education. Sep2019, Vol. 28 Issue 3, p323-343. 21p. 3 Charts.
Subjects: Children with disabilities, Child psychology, Self-injurious behavior, Disease prevalence
Abstract: Prevalence studies of challenging behaviors among children with disabilities have a potential value, as they provide information for intervention and evaluation. However, the results from these studies seem to vary according to the population involved, the behaviors explored and the selected methodological procedures and instruments used. The purpose of this study was to identify the prevalence data of challenging behaviors considering the behaviors assessed, how the behavior is measured and which procedures are used to collect the prevalence of these behaviors among school-aged participants with disabilities. We performed a systematic review and selected 20 studies for analysis according to their methodological characteristics. The findings indicated that the most common behaviors studied were aggression and self-injury. Moreover, a wide disparity with respect to procedures and methods (e.g., sampling methods and instruments) to assess the prevalence of challenging behavior was identified. Recommendations for addressing these issues are presented, and implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Prevalence of Challenging Behaviors Exhibited by Children with Disabilities: Mapping the Literature.
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  Data: <searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Self-injurious+behavior%22">Self-injurious behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+prevalence%22">Disease prevalence</searchLink>
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  Data: Prevalence studies of challenging behaviors among children with disabilities have a potential value, as they provide information for intervention and evaluation. However, the results from these studies seem to vary according to the population involved, the behaviors explored and the selected methodological procedures and instruments used. The purpose of this study was to identify the prevalence data of challenging behaviors considering the behaviors assessed, how the behavior is measured and which procedures are used to collect the prevalence of these behaviors among school-aged participants with disabilities. We performed a systematic review and selected 20 studies for analysis according to their methodological characteristics. The findings indicated that the most common behaviors studied were aggression and self-injury. Moreover, a wide disparity with respect to procedures and methods (e.g., sampling methods and instruments) to assess the prevalence of challenging behavior was identified. Recommendations for addressing these issues are presented, and implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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