See Peter's profile on Youtube. Professor McGill teaches on the postgraduate programmes in applied behaviour analysis and positive behaviour support. Professor McGill currently supervises students on topics including early intervention in challenging behaviour, system-wide positive behaviours support, improving the fidelity of interventions with challenging behaviour and supporting life skills development in young people with autism.
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Showing 50 of total publications in the Kent Academic Repository. View all publications. Information obtained from the Kent Academic Repository , University of Kent's official repository of academic activity. Find out more about the Kent Academic Repository. The list of publications above shows 50 of total publications in KAR.
View all publications in the Kent Academic Repository. Go to twitter. About Professor McGill joined the Tizard Centre in having previously worked with people with learning disabilities as an instructor, residential social worker and clinical psychologist. Supervision Professor McGill currently supervises students on topics including early intervention in challenging behaviour, system-wide positive behaviours support, improving the fidelity of interventions with challenging behaviour and supporting life skills development in young people with autism. Article Deveau, R. Health and Social Care in the Community [Online].
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View in KAR. Brady, L.
Improving procedural fidelity of behavioural interventions for people with intellectual and developmental disabilities: A systematic review. Abstract View in KAR. Background: Despite its importance within behavioural intervention, it remains unclear how best to achieve high procedural fidelity. This paper reviewed studies on improving procedural fidelity of behavioural interventions for individuals with intellectual and developmental disabilities IDD.
Method: A systematic literature search was conducted, which identified 20 studies meeting inclusion criteria. Data were extracted on study design, participant characteristics, intervention, target behaviours, effect sizes, maintenance, generalisation, and social validity. A quality rating was also applied. Results: A total of participants took part in the included studies. Most participants were teachers working with children in school settings.
There was a significant positive correlation between level of procedural fidelity and client outcomes. Feedback was the most commonly employed intervention to improve procedural fidelity. Conclusions: More research should be conducted in environments with high levels of variability such as community homes to determine how to reach and maintain high levels of procedural fidelity. Deveau, R.
Staff experiences working in community-based services for people with learning disabilities who show behaviour described as challenging: the role of management support. British Journal of Learning Disabilities [Online]. Introduction: Research has shown a positive relationship between practice leadership frontline management focused upon supporting staff to work better and better staff experiences of working with people with learning disabilities who may show challenging behaviours.
However, little is known regarding the impact of frequency and accessibility of frontline managerial support upon staff experiences, or upon the provision of practice leadership. Current policy and practice in England may lead to frontline managers being responsible for more fragmented services, thus influencing the accessibility of managerial support and practice leadership for staff.
The current study investigated the impact on staff experiences of: frequency of contact with service manager and of practice leadership. Methods: A single point in time survey of staff measured: characteristics of service users, frequency of contact with manager, practice leadership and staff experiences e. Results: Practice leadership was positively associated with more frequent contact with the manager. Better staff experiences were associated with more frequent contact with the manager and practice leadership and negatively with challenging behaviours.
Conclusion: The associations between practice leadership, manager contact and better staff experiences suggests further research and organisational action is needed to provide management support for staff. Gore, N. Journal of Child and Familiy Studies [Online] 28 Objectives Positive Behavioral Support PBS is considered the treatment framework of choice for children with intellectual and developmental disabilities IDD at risk of behavior that challenges. PBS demands stakeholder engagement, yet little research has explored goal formation in this context for caregivers of children with IDD.efovezysic.gq
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Methods We used Talking Mats and semi-structured interviews to support 12 caregivers of children with IDD who displayed behaviours that challenge, to develop goals for PBS. Results Caregivers were able to form individualised and meaningful goals in relation to all domains, demonstrating rich insight into personal needs and needs of their child. The process of forming goals was psychologically and emotionally complex given prior experiences and needs of participants but effectively supported by the interview method. Conclusions We conclude that goal formation in PBS requires careful consideration and structuring but has the potential to support effective working relationships and ensure assessment and intervention is aligned with the needs and aspirations of families.
McGill, P. Reducing challenging behaviour of adults with intellectual disabilities in supported accommodation: A cluster randomized controlled trial of setting-wide positive behaviour support. Research in Developmental Disabilities [Online] 81 Background: Improving the quality of social care through the implementation of setting-wide positive behaviour support SWPBS may reduce and prevent challenging behaviour. Method: Twenty-four supported accommodation settings were randomized to experimental or control conditions.
Additionally, within the experimental group, social care practice was reviewed and improvement programmes set going. Progress was supported through coaching managers and staff to enhance their performance and draw more effectively on existing resources, and through monthly monitoring over 8—11 months.
Quality of support, quality of life and challenging behaviour were measured at baseline and after intervention with challenging behaviour being additionally measured at long-term follow-up 12—18 months later. Results: Following intervention there were significant changes to social care practice and quality of support in the experimental group. Ratings of challenging behaviour declined significantly more in the experimental group and the difference between groups was maintained at follow-up.
There was no significant difference between the groups in measurement of quality of life. Staff, family members and professionals evaluated the intervention and its outcomes positively. Conclusions: Some challenging behaviour in social care settings may be prevented by SWPBS that improves the quality of support provided to individuals.
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Journal of Behavioral Education [Online] 27 The purpose of this article is to summarize literature relating to training individuals to implement applied behavior analytic procedures via telehealth and identify any gaps in the evidence base for this type of support. A systematic literature search revealed 20 articles focusing on training individuals to implement specific ABA techniques via telehealth. The Evaluative Method Reichow et al. Results indicated that individuals were trained to implement a range of techniques, including assessments, targeted interventions, and specific teaching techniques.
Socially significant outcomes were reported for clients in the form of reduced challenging behavior and increased skills. Trainee fidelity following training via telehealth was variable, and barriers related to the use of telehealth were highlighted.
Where evaluated, cost and travel burdens were considerably lower than support provided in-person. The emerging literature is promising and suggests that telehealth may be an effective means of training individuals in ABA techniques; however, wider issues and practical implications related to the use of telehealth should be considered and are discussed as it relates to ABA providers.
MacDonald, A. An evaluation of staff training in positive behavioural support. Background: Positive Behavioural Support PBS has been shown to be effective in minimising challenging behaviour, and improving the lives of people with intellectual disabilities.
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The aim of this study was to evaluate the impact of training managers of social care services in PBS. Method: A year-long training programme in PBS was delivered to 50 managers of community-based services for people with challenging behaviour. Data were collected pre and post training, and at 6 month follow-up. A non-randomised control group design was used. Results: Data demonstrated significant reduction in challenging behaviour. However, there was no change in quality of life for service users. Conclusion: Training in PBS can reduce challenging behaviour in people with intellectual disabilities; demonstrating any impact of PBS training on quality of life remains a challenge.
Hardiman, R. How common are challenging behaviours amongst individuals with Fragile X Syndrome? A systematic review. Research in Developmental Disabilities [Online] 76 Fragile X Syndrome FXS appears to be associated with an increased risk for engaging in challenging behavior, particularly self-injury, relative to those with mixed aetiology learning disabilities.
Such behavioral issues are reported to be of high concern for those providing support. As such, this systematic review aimed to gain further epidemiological data regarding challenging behaviors in individuals with FXS, including: self-injurious behavior SIB , hand-biting as a specific topography of SIB, aggression and property destruction. Twenty eight manuscripts were identified which reported the prevalence of a relevant topography of behavior, with widely varying prevalence estimates. Weighted averages of the prevalence of behaviors were calculated across studies.
Comparison of proportions revealed significant gender differences and differences in the prevalence of types of behavior. It is hoped that this comprehensive overview of data on this clinically significant topic will help to inform and drive future investigation to understand and provide effective intervention for the benefit of those with FXS. Tizard Learning Disability Review [Online] 22 Purpose: Little is known about the characteristics of residential educational settings for young people with intellectual or developmental disabilities IDD in England.
Previous research has focussed on the characteristics and experiences of the young people attending such settings rather than the setting itself; therefore, an overview of national provision is needed. The paper aims to discuss these issues. Due to the remit of the main project, settings offering placements only to young people aged under 16 were excluded.
Findings — In total, residential educational settings were identified with 57 of these offering post provisions only. A range of data is presented about these settings, including location, placement numbers and types available, age range catered for, special educational needs categories registered for, governance arrangements e. LA maintained, privately owned, and charitable organisation , and Ofsted educational ratings. This enables a clearer picture of the location and type of provision offered and allows comparisons both within and between areas.
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Impact of practice leadership management style on staff experience in services for people with intellectual disability and challenging behaviour: a further examination and partial replication. Research in Developmental Disabilities [Online] 56 Background and Aims Practice leadership PL style of frontline management has been shown to be associated with better experiences for staff working with people who may exhibit challenging behaviours Anonymous, This study aimed to examine additional staff experience factors with a different, larger sample and to partially replicate the findings of Anonymous, Methods This study was a survey of staff self-reported data collected as part of a larger study.
Information was collected on PL and staff experiences of: stress, turnover, job satisfaction and positive work experiences.