Skip to main content Accessibility help
×
Home

Interpreting the Evidence on Interventions With Challenging Behaviour: Theoretical, Contextual and Cultural Perspectives from New Zealand

  • Ian M. Evans (a1), Luanna H. Meyer (a2) and Laura Buckley (a3)

Abstract

Research on managing challenging behaviour in children and young people with disabilities is becoming increasingly complex as a guide to best practice. There continues to be an outpouring of single-case studies conducted in the traditional research methods and conceptual models of applied behaviour analysis. In contrast, there is growing recognition of the importance of context, social systems, and cultural values, not only in understanding the causes of challenging behaviour, but in the design of interventions and the evaluation of rehabilitative treatments. A ‘third wave’ of educative intervention approaches attempts to integrate these two perspectives within concepts of positive behaviour support. We offer practitioners some guidance to the extant empirical literature by bringing together the most promising themes within this rapprochement.

Copyright

Corresponding author

*Address for correspondence: Ian M. Evans, School of Psychology, Massey University, Wellington, New Zealand.

Keywords

Interpreting the Evidence on Interventions With Challenging Behaviour: Theoretical, Contextual and Cultural Perspectives from New Zealand

  • Ian M. Evans (a1), Luanna H. Meyer (a2) and Laura Buckley (a3)

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed