ArticleJournal of intellectual disability research : JIDR2022
Challenging behaviour in students with intellectual disabilities: the role of individual and classmates' communication skills.
Article in Journal of intellectual disability research : JIDR, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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Who cites it
5 citing papers in PubMed, 11 citations in OpenAlex.
- Research Review: Emotion regulation in individuals with intellectual disability - an integrative review.Journal of child psychology and psychiatry, and allied disciplines · 2026Review
- A cooking skills intervention for long-term weight loss in young adults with intellectual disabilities: Rationale and design for a randomized trial.Contemporary clinical trials · 2026Article
- Police Stops Among Adolescents With Intellectual and Developmental Disabilities: Implications for Traumatic Stress.Journal of autism and developmental disorders · 2026Article
- Challenging behaviour in students with intellectual disabilities: the role of individual and classmates' communication skills.Journal of intellectual disability research : JIDR · 2022Article
- Staff perceptions and experiences of using Key Word Signing with children with Down syndrome and their peers in the first year of mainstream primary education.International journal of language & communication disordersArticle
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
backgroundChildren and adolescents with intellectual disabilities (ID) are at increased risk of developing challenging behaviour. Challenging behaviour may be partially explained by low individual communicative competences. However, communication involves at least two partners, thus outcomes may also vary according to each interaction partners' abilities. We therefore investigated the degree to which the interplay between individual and classmates' communication skills predicts changes in challenging behaviour among students with ID.
methodsThis study used a longitudinal design with two measurement points across one school year. Challenging behaviour and communication skills were measured by teacher reports in 1125 students with ID attending special needs schools. Applying a multilevel approach, we investigated (1) whether higher individual communication skills at the first measurement were related to a subsequent decrease in challenging behaviour and (2) whether this effect was moderated by classmates' levels of communication skills. In addition, we examined (3) if classroom communication skills were indirectly related to a decrease in challenging behaviour by influencing individual communicative abilities.
resultsHigher individual communication skills at the first measurement were significantly related to a decrease in general challenging behaviour over the school year. This effect was not moderated by classroom-level communication skills. However, classmates' communication skills exerted an indirect influence by enhancing individual communicative abilities. Further analyses suggested classroom contextual effects related to a decrease in several sub-domains of challenging behaviour.
conclusionsThe study results suggest that both individual communicative competences and those of the classroom context are relevant to understanding challenging behaviour development in ID. Perspectives for counteracting such behaviour in light of the present findings are discussed.
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