The relationship of self-injurious behavior and aggression to social skills in persons with severe and profound learning disability
The relationship of self-injurious behavior and aggression to social skills in persons with severe and profound learning disability
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DOI：
10.1016/s0891-4222(99)00024-4
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发表时间：
1999-11-01
影响因子：
3.1
通讯作者：
Buckley, T
中科院分区：
文献类型：
--
作者：
Duncan, D;Matson, JL;Buckley, T
在这项研究中，我们调查了四组患有严重和深度学习障碍的人之间社交技能的差异。对照组由有自残行为、攻击行为、两种行为或两种行为均不发生的个体组成。我们使用梅森严重发育迟缓个体社交技能评估来测量社交技能，这是对患有严重或深度学习障碍的人的社交技能的标准化评估。结果表明，与对照组相比，表现出适应不良行为的个体表现出有限的社会行为范围。此外，基于自残和攻击性的群体成员资格是根据严重发育迟缓者的梅森社交技能评估的分数概况预测的。这些发现与其他研究报告一致，这些研究指出有学习障碍的攻击性和自残者存在社交技能缺陷。然而，在这种情况下，可以对这些缺陷进行标准化评估，并确定具体的技能问题。讨论了这些发现对识别和治疗自伤和攻击行为的影响。 (C) 1999 爱思唯尔科学有限公司。
In this study, we investigated differences in social skills among four groups of individuals with severe and profound learning disabilities. The comparison groups were composed of individuals engaging in self-injurious behavior, aggression, both behaviors, or neither of the behaviors. We measured social skills using the Matson Evaluation of Social Skills for Individuals with Severe Retardation, a standardized assessment of social skills in persons with severe or profound learning disability. The results indicated that individuals displaying maladaptive behaviors exhibited a restricted range of social behaviors compared to controls. Also, group membership based on self-injury and aggression was predicted based on profiles of scores on the Matson Evaluation of Social Skills for Individuals with Severe Retardation. These findings are consistent with reports in other studies that note social skills deficits in aggressive and self-injurious persons with learning disabilities. However, in this case a standardized assessment of these deficits was possible and specific skills problems were identified. Implications of the findings for identification and treatment of self-injury and aggression are discussed. (C) 1999 Elsevier Science Ltd.