Journal of intellectual disability research : JIDR · 2026
Behaviours That Challenge in Special Schools: Heterogeneity of Profiles Among Students With Intellectual and Developmental Disabilities and Implications for Educational Support.
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Mestari Zakaria, Pradel Severine, Veyre Aline, Sermier Dessemontet Rachel
Аннотация
BACKGROUND: This 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.
METHODS: Data 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.
RESULTS: According 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.
CONCLUSIONS: These 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.
METHODS: Data 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.
RESULTS: According 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.
CONCLUSIONS: These 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.