Intellectual Disability
Conditions
Keywords
Challenging Behaviour, Functional Communication Training, Positive Behavioural Support, Family carer training
Brief summary
The current project aims to assess the feasibility of conducting Functional Communication Training in the UK with a small sample of young children (aged under 9) in an NHS setting. Three delivery formats will be assessed in order to demonstrate the feasibility of conducting FCT via different delivery methods within an NHS context. Participants will be four children aged under 9 who have an identified intellectual / developmental disability and display either self-injury, property destruction, or aggression at home. In addition, one family carer per child will be coached to implement the intervention, either following researcher intervention, or from the beginning. Data will be collected on challenging behaviour, communication responses, family carer confidence in managing behaviour, fidelity of intervention implementation, family quality of life, and acceptability of the intervention.
Interventions
BEHAVIORALFunctional Communication Training
Functional Communication Training (which aims to teach the child a communicative alternative to challenging behaviour) implemented by either the researcher or family carer.
Sponsors
University of Kent
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
No minimum to 9 Years
Healthy volunteers
No
Inclusion criteria
* Child aged under 9 * Child has identified intellectual disability or genetic syndrome associated with intellectual disability (e.g. Fragile X Syndrome) * Child uses only phrase speech (i.e. 2-3 word utterances) * Child displays self injury, aggression, property destruction at home * Family carers aged over 18 with capacity to consent * Family carer speaks English as first language (to ensure that the child understands English and will therefore understand researcher)
Exclusion criteria
* Child experiences health condition involving pain that is not well controlled by treatment * Child is fully deaf / blind * Child or family carer receiving active treatment in relation to child's behaviour (e.g. direct behavioural support, parenting programme etc.)
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Observation of frequency or duration challenging behaviour | During functional analysis (2 sessions), intervention (4 sessions), maintenance (3 sessions) & follow up (1 session). Across a total of approximately 6 months. | Observational measure of the frequency or duration of child target behaviours. This measure is expected to show a change over time as the intervention progresses, therefore data is collected during every session. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Observation of occurrence of communication | During intervention (4 sessions), maintenance (3 sessions), & follow up (1 session). Across a total of approximately 5 months. | Observational measure of the frequency of the child's use of the alternative communication response. This measure is expected to show a change over the course of the intervention and data will therefore be collected during each session. |
| Beech Centre Family Quality of Life Scale (Park et al., 2003) | At beginning of study, immediately after intervention (approximately 6-8 weeks later), and at final follow up session (approximately 6 months after beginning of the study). | Questionnaire evaluating family quality of life. This measure is expected to show a change over time as the intervention progresses, therefore data is collected at 3 time points (pre intervention, post intervention, and at final follow up). |
| Rating scale measuring intervention fidelity | During intervention sessions (4 sessions), maintenance sessions (3 sessions), and during follow up (1 session). Across a total of approximately 5 months. | Individualised rating scales assessing fidelity of researcher or family carer implementation of the intervention. |
| Functional Assessment Interview Communication Section (O'Neill, Albin, Storey, Horner, & Sprague, 2014) | At beginning of study, immediately after intervention (approximately 6-8 weeks later), and at final follow up session (approximately 6 months after beginning of the study). | Questionnaire used to assess changes in non-targeted areas of communication. This measure is expected to show a change over time as the intervention progresses, therefore data is collected at 3 time points (pre intervention, post intervention, and at final follow up). |
| Modified Parenting Task Checklist (Sanders & Woolley, 2001; 2005) | At beginning of study, immediately after intervention (approximately 6-8 weeks later), and at final follow up session (approximately 6 months after beginning of the study). | Questionnaire to assess family carer confidence in doing a range of activities with their child. This measure is expected to show a change over time as the intervention progresses, therefore data is collected at 3 time points (pre intervention, post intervention, and at final follow up). |
| Modified Challenging Behaviour Checklist (Harris, Humphreys, & Thomson, 1994) | At beginning of study, immediately after intervention (approximately 6-8 weeks later), and at final follow up session (approximately 6 months after beginning of the study). | Questionnaire to assess changes in non-targeted behaviours. This measure is expected to show a change over time as the intervention progresses, therefore data is collected at 3 time points (pre intervention, post intervention, and at final follow up). |
Other
| Measure | Time frame | Description |
|---|---|---|
| Treatment Acceptability Rating Form - Revised (Reimers & Wacker, 1988) | At final follow up session approximately 6 months after the beginning of the study. | Questionnaire assessing the acceptability of the intervention to family carers. |
Countries
United Kingdom
Outcome results
None listed