Challenging Behaviour and Learning Disabilities: Prevention and Interventions for People With Learning Disabilities Whose Behaviour Challenges
National Collaborating Centre for Mental Health. (2015).
London (United Kingdom): British Psychological Society; Royal College of Psychiatrists, (NICE Guideline 11), 1-371.
This guideline provides recommendations for prevention and intervention for individuals with challenging behaviors and learning disabilities. The target audience of this guideline is "primary, community, secondary, tertiary and other healthcare professionals who have direct contact with, and make decisions concerning the care of, children, young people and adults with a learning disability and [behavior] that challenges" (pp. 16-17).
National Collaborating Centre for Mental Health (United Kingdom); National Institute for Health and Care Excellence (United Kingdom)
This guideline was reviewed with the following:<ul> <li>National Institute for Health and Care Excellence. (2015). <em>Learning Disability: Behavior That Challenges</em> (Quality Standard 101). Retrieved from www.nice.org.uk</li> <li>National Institute for Health and Care Excellence. (2017). <em>Learning Disability: Identifying and Managing Mental Health Problems</em> (Quality Standard 142). Retrieved from www.nice.org.uk</li></ul>This article is intended to be read in conjunction with the guideline listed in the Associated Article section below.
"Develop a written [behavior] support plan for children, young people and adults with a learning disability and [behavior] that challenges that is based on a shared understanding about the function of the [behavior]. This [should] identify adaptations to a person's environment and routine, and strategies to help them develop an alternative [behavior] to achieve the function of the [behavior] that challenges by developing a new skill (for example, improved communication, emotional regulation or social interaction)" (p. 323).
"Preschool classroom-based interventions should have multiple components, including ... social and communication skills training for the children" (p. 324).
"Parent-training programs should ... focus on developing communication and social functioning" (pp. 323-324).
