ArticleJournal of intellectual disability research : JIDR2026
Behaviours That Challenge in Special Schools: Heterogeneity of Profiles Among Students With Intellectual and Developmental Disabilities and Implications for Educational Support.
Article in Journal of intellectual disability research : JIDR, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundThis study aimed to examine the types and frequency of challenging behaviours (CB) among students with intellectual and developmental disabilities in special education schools and identify profiles among them.
methodsData were collected from 239 special school staff members, who reported information on 635 students via an online survey. A multilevel latent class analysis was used to identify subgroups of students based on the type and frequency of CB while controlling for respondent nesting.
resultsAccording to respondents, among students in their classrooms (M = 6.02, SD = 2.54) about half displayed persistent CB (M = 2.88, SD = 2.08). Oppositional and socially inappropriate behaviours were the most frequently reported, displayed by over 90% of students with CB and occurring daily. Group 1 (n = 169, M = 11.00 years) exhibited the most severe and frequent CB across nearly all categories, mainly physical and verbal aggression and destructive behaviours. Group 2 (n = 200, M = 9.90 years) showed high levels of physical aggression, self-injurious and destructive behaviours, but very low levels of verbal aggression. Group 3 (n = 131, M = 12.17 years) was characterised by overall low levels of CB, with some verbal aggression. Finally, Group 4 (n = 135, M = 10.86 years) showed elevated rates of destructive behaviours, a moderate prevalence of physical aggression and self-injurious behaviours, in addition to the lowest rate of socially inappropriate behaviours.
conclusionsThese profiles highlight the heterogeneity of CB presentations among students in specialised educational settings and underscore the need for tailored educational and behavioural support and intervention.
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