The Tizard Centre

 

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Mr Peter McGill

Co-Director and Reader in the Applied Psychology of Learning Disability

Tizard

Having had a background of many years' experience in services for people with learning disabilities, I joined the Centre in 1986 having previously worked with people with learning disabilities as an instructor, residential social worker and clinical psychologist. I am a registered clinical psychologist and board certified behaviour analyst.

Teaching

My teaching is mainly on the Centre's postgraduate programmes in intellectual/developmental disabilities and autism which I convene. I developed and convened for many years the Centre's Diploma in the Applied Psychology of Learning Disability, the predecessor of our current BSc programme.

I am Editor of Tizard Learning Disability Review (2011-to date). I have been a member of the Editorial Boards of the Journal of Applied Behaviour Analysis (2001, 2003-6), the Tizard Learning Disability Review (1996-2010), International Journal of Positive Behavioural Support (2011- to date) and the Journal of Applied Research in Intellectual Disabilities (formerly Mental Handicap Research) (1996-to date) and have acted as guest editor for a special issue of the British Journal of Learning Disabilities. In addition, I have acted as a referee for papers submitted to American Journal of Intellectual and Developmental Disabilities, Behavioural and Cognitive Psychotherapy, Brain Research, British Journal of Clinical Psychology, British Journal of Learning Disabilities, Child and Adolescent Mental Health, Child: Care, Health and Development, Journal of Intellectual Disability Research, Journal of Intellectual and Developmental Disabilities, Journal of Community and Applied Social Psychology and The Lancet. I have acted as a referee for research grant applications made to the ESRC, MRC, Mental Health Foundation, the Nuffield Foundation, PPP Healthcare Medical Trust, Northern Ireland Health and Social Services Research and Development Office, the Health Research Board of Ireland and have been asked to comment on research reports by the Department of Health and the National Coordinating Centre for Health Technology Assessment and Protocols/Reviews by the Cochrane Collaboration.

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Also view these in the Kent Academic Repository
Articles

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    Langthorne, P. and McGill, P. (2012) An indirect examination of the function of problem behaviour associated with Fragile X Syndrome and Smith-Magenis Syndrome. Journal of Autism and Developmental Disorders, 42 (2). pp. 201-209. ISSN 0162-3257.

    Abstract

    Fragile X syndrome (FXS) and Smith-Magenis syndrome (SMS) are associated with a number of specific topographies of problem behavior. Very few studies have examined the function served by problem behavior in these groups. Using the Questions About Behavioral Function scale Matson and Vollmer (User’s guide: questions about behavioral function (QABF). Scientific Publishers Inc., Baton Rouge, LA, 1995) the current study examined group differences in the function of problem behavior displayed by children with FXS and SMS, in comparison to a control group of children with non-specific intellectual and developmental disabilities. Between-group analyses showed children with SMS were more likely to display problem behavior related to physical discomfort. Both within- and between-group analyses showed children with FXS were less likely to display attention-maintained problem behavior. These findings hold implications for the assessment, treatment and prevention of problem behavior associated with both FXS and SMS.

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    McGill, P. and Poynter, J. (2012) High cost residential placements for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 25 (6). pp. 584-587. ISSN 1360-2322.

    Abstract

    Background Concern has been expressed repeatedly about the cost and quality of residential placements for adults with learning disabilities and additional needs. This study sought to identify characteristics of the highest cost placements in the South-East of England. Method Lead learning disability commissioners in the South-East of England were asked to provide information about the ?ve highest cost residential placements that they commissioned for adults with learning disabilities. Results The average placement cost of £172k per annum disguised wide variation. Individuals placed were mainly young and male with high rates of challenging behaviour and ? or autism spectrum disorder. Most placements were in out-of-area residential care. The highest costs were associated with hospital placements and placements for people presenting challenging behaviour. Conclusions Young, male adults with learning disability, challenging behaviour and ? or autism continue to receive very high cost residential support, often in out-of-area residential care. There remains limited evidence of plans to redirect resources to more local service developments.

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    Barratt, N. and McGill, P. and Hughes, C. (2012) Antecedent influences on challenging behaviour: a preliminary assessment of the reliability, generlisability and validity of the Ecological overview. International Journal of Positive Behaviour Support, 2 (2). pp. 31-41.

    Abstract

    Background: People with intellectual disabilities who display challenging behaviour are often exposed to a range of negative outcomes, including social and material deprivation, abusive practices and disruption to family life. Several studies have linked specific antecedent events to the occurrence of challenging behaviour. Method and materials: The present study describes the further development of an indirect method of identifying antecedent influences on challenging behaviour by assessing the reliability, generalisability and validity of the Ecological Interview (EI). Twenty care workers providing direct support to individuals with intellectual disabilities and challenging behaviour were interviewed using the EI. Results: The EI has good test-retest reliability and generalisability, and moderate validity. Conclusions: The results of the study are discussed in terms of their implications for clinical practice and future research, and recommendations are made regarding alternative methods of assessing validity.

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    McGill, P. and Hughes, D. and Teer, K. et al. (2012) Investigating naturally occurring variability in challenging behaviour - the Ecological interview. International Journal of Positive Behavioural Support, 2 (2). pp. 20-30.

    Abstract

    Background: This article presents the Ecological Interview (EI), a measure of variability in challenging behaviour, and includes some brief information on its development and research. Method and materials: The EI was developed as part of a research project on naturally occurring variability in challenging behaviour. Drawing from previous measures, it gathers information from carers on the relative likelihood of challenging behaviour across a range of antecedent situations and events. Results: Research carried out to date suggests the EI provides reliable, moderately valid and potentially generalisable data. Conclusions: The EI may have a range of uses in clinical practice and research. Further study of its validity is warranted.

    Langthorne, P. and McGill, P. and O'Reilly, M. et al. (2011) Examining the function of problem behavior in Fragile X Syndrome: preliminary experimental analysis. Examining the function of problem behavior in Fragile X Syndrome: preliminary experimental analysis, 116 (1). pp. 65-80.

    Abstract

    Fragile X syndrome is the most common inherited cause of intellectual and developmental disability. The influence of environmental variables on behaviors associated with the syndrome has received only scant attention. The current study explored the function served by problem behavior in fragile X syndrome by using experimental functional analysis methodology with 8 children with fragile X. No child met criteria for attention-maintained problem behavior, 5 children met criteria for escape-maintained problem behavior, and 4 children met criteria for tangible-maintained problem behavior. Results are discussed and compared with previous findings on the function of problem behavior in fragile X syndrome, and implications for intervention are discussed. It is noted that the external validity of these findings is limited by the small sample size.

    McGill, P. (2011) Supporting people with learning disabilities who self-injure. Tizard Learning Disability Review, 16 (1). pp. 5-15. ISSN 1359-5474.

    Abstract

    This article reports on support that people with learning disabilities who self-injure say they have found, or would find, helpful in relation to their self-injury. It is an important issue, because most interventions and approaches are based on past patterns of support or what professionals think is helpful or appropriate. Rarely has the voice of the person concerned been heard. The clear message from people with learning disabilities, including those who use little or no verbal communication, is that they want opportunities to communicate their feelings and to be listened to. Being open to listening and developing one's own communication skills is essential for supporters of people with learning disabilities who self-injure.

    Simó-Pinatella, David and Alomar-Kurz, Elisabeth and Font-Roura, Josep et al. (2011) Las pre-sesiones como estrategia para tratar las conductas problemáticas de los alumnos con discapacidad intelectual: Una revisión. (Pre-sessions as a strategy to treat problem behavior of school-age children with intellectual disabilities: a systematic review.). Análisis y modificación de la conducta, 37 (155-6). pp. 145-162. ISSN 0211-7339.

    Abstract

    The pre-session is an antecedent intervention strategy that is used to evaluate the impact of motivating operations (MO) on problem behavior. The present paper reviews those empirical studies that have used this strategy to address problem behavior displayed by people with intellectual disabilities at school-age. A systematic literature review was conducted between years 2000 and 2010. A total of 12 published articles representing 24 participants were examined. The studies have been analyzed according to the characteristics of the participants, research design, context, problem behavior, behavioral function, type of the MO, pre-session and results. Findings from this review suggest that a pre-session condition usually has a clear effect on problem behavior. The practical implications of this findings and potential issues for future research are discussed.

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    McGill, P. and Langthorne, P. (2011) Gene-environment interactions and the functional analysis of challenging behaviour in children with intellectual and developmental disabilities. Behavioral Development Bulletin, 11 (1). pp. 20-25. ISSN 1942-0722.

    Abstract

    It is argued that an approach characterised by either genetic or environmental determinism fails to adequately describe the contingencies involved in the evocation and maintenance of challenging behaviors in children with intellectual and developmental disabilities. Instead, challenging behavior should be considered as a result of the interaction of genetic and environmental variables. This argument is illustrated through a conceptual model for the development of challenging behaviour and recently gathered data on differences in the functions of challenging behavior in children with different genetic syndromes. The findings are further discussed in the context of a developmental systems model, in which neither the influence of genetic nor environmental contributions can be fully understood without taking account of the other. This expanded model may hold important implications for the understanding of challenging behavior.

    Wilkinson, P. and McGill, P. (2009) Representation of people with intellectual disabilities in a British newspaper in 1983 and 2001. Journal of Applied Research in Intellectual Disabilities, 22 (1). pp. 65-76. ISSN 1360-2322.

    Abstract

    Background Media representation of people with intellectual disabilities may contribute to general perceptions held about them and reflect changes in policy and service provision. Materials and Methods Articles from The Guardian newspaper in 2001 were analysed and compared to a previous analysis of material published in 1983. Results There was much more coverage of people with autism or Down syndrome than expected from their actual frequency in the British population of people with intellectual disabilities. Newspaper reports continued to be about children more often than expected when about autism or Down syndrome, but not when about people with other intellectual disabilities. Medically-related representations were less than in the past but juxtaposition with other client groups continued. More “people-first” terminology was now used except in respect of people with autism. Articles systematically under-represented complexity and severity of need. Conclusions Policy and service changes may have contributed to the decline of medically- and child-related representations within non-specific intellectual disabilities. The continued over-representation of children in articles about autism and Down syndrome, and the generally increased reference to people with those syndromes, suggests growing differentiation within the population of people with intellectual disabilities. The focus on people with less severe or complex disabilities echoes criticisms of Valuing People.

    Deveau, R. and McGill, P. (2009) Physical interventions for adults with intellectual disabilities: survey of use, policy, training and monitoring. Journal of Applied Research in Intellectual Disabilities, 22 (2). pp. 145-151. ISSN 1360-2322.

    Abstract

    Background Perceived problems around the use of Physical Intervention to manage challenging behaviour have led to UK initiatives to encourage policy development and accredited training. However, information on PI use and the impact of these initiatives remains limited. Method Adult residential services within an English region were sent a questionnaire regarding physical intervention use, policy, staff training and monitoring/management. Results Physical intervention use was reported by 47% of the services. Of services using physical intervention, 65% reported having a policy governing its use and 79% reported providing staff training. Where restrictive physical intervention was used, comparable figures were 82% for policy and 84% for training. Physical intervention use was reported to be monitored in some way by 94% of services. Opinions offered supported the reduction of physical intervention use. Conclusions Physical intervention use is widespread. National guidance on policy and training is widely followed though unimplemented by a minority. The time may be right to more explicitly aim for a reduction in PI use within services.

    McGill, P. and Murphy, G. and Kelly-Pike, A. (2009) Frequency of use and characteristics of people with intellectual disabilities subject to physical interventions. Journal of Applied Research in Intellectual Disabilities, 22 (2). pp. 152-158. ISSN 1360-2322.

    Abstract

    Background The use of physical intervention (PI) with people with intellectual disabilities continues to cause concern. This study sought to clarify the frequency and circumstances of PI use and gather data on the characteristics of individuals subject to PI. Method Data on individuals subject to PI were gathered by postal questionnaire completed by service providers from three samples: people who (a) had attended a PI conference and/or purchased a PI policy document; (b) operated in a specific geographical area of England and (c) operated specialist assessment and treatment settings for children/adults with intellectual disabilities throughout the UK. Results Frequent PI use was reported. Restraint was most commonly reported - monthly or more frequently with most individuals. Overall, those receiving PI were more likely to be young, male, not legally restricted and identified as having an autistic spectrum disorder than those who did not receive PI. Conclusions The relatively frequent use of PI is consistent with routine rather than last resort use. Such use carries risk of physical and psychological damage. Service providers should systematically reduce the frequency of use of PI.

    Wodehouse, G. and McGill, P. (2009) Support for family carers of children and young people with developmental disabilities and challenging behaviour: What stops it being helpful? Journal of Intellectual Disability Research, 53 (Part 7). pp. 644-653. ISSN 0964-2633.

    Abstract

    Background Many family carers find the support they receive in respect of their child’s challenging behaviour unhelpful. This study sought to identify carer perceptions of the ways in which support is unhelpful and how it could be more helpful. Methods Thirteen mothers, caring for a child with intellectual disability and challenging behaviour, were interviewed. Parental perceptions and concerns regarding support received were investigated. Transcribed interviews were analysed using interpretive phenomenological analysis. Results Parents reported problems with generic disability services including accessing good services, obtaining relevant information, working relationships with professionals, and issues with respite provision. Concerns were also expressed about challenging behaviour specific provision including ineffective strategies being suggested, an apparent lack of expertise, insufficient input and their child’s exclusion from services. Conclusions More preventative approaches, more widespread adoption of effective behaviour management and improved partnership between professionals and families appear needed. Increasing family support may be ineffective if not accompanied by greater insight into the factors related to effectiveness and recognition of the role of informal support.

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    Langthorne, P. and McGill, P. (2009) A tutorial on the concept of the motivating operation and its importance to application. Behavior Analysis in Practice, 2 (2). pp. 22-31. ISSN 1998-1929.

    Abstract

    Motivating operations (MOs) exert a powerful influence over operant relations and hold significant implications for those working in applied settings. In this paper, we describe the concept of the MO and provide “real world” examples. Particular emphasis is given to the concept of the conditioned MO (CMO). Implications for intervention are discussed. It is hoped that this endeavour will encourage the utilization of the full conceptual system of the MO.

    Langthorne, P. and McGill, P. (2008) Functional analysis of the early development of self-injurious behavior: Incorporating gene-environment interactions. American Journal on Mental Retardation, 113 (5). pp. 403-417. ISSN 0895-8017.

    Abstract

    The analysis of the early development of self-injurious behavior (SIB) has, to date, reflected the wider distinction between nature and nurture. Despite the status of genetic factors as risk markers for the later development of SIB, a model that accounts for their influence on early behavior-environment relations is lacking. In the current paper we argue that the investigation of gene-environment interactions (GxE) and other forms of gene-environment interplay could potentially enhance current approaches to the study of self-injury. A conceptual model of the early development of SIB based explicitly on such relations is presented. The model is consistent with the basic tenets of functional analysis. Implications for research and the assessment, treatment, and prevention of SIB are discussed.

    Woodhouse, G. and McGill, P. (2008) Support for family carers of children and young people with intellectual disabilities and challenging behaviour. How helpful is it perceived to be? Journal of Intellectual Disability Research, 52 (Part 8-9). pp. 665-665. ISSN 0964-2633.

    McGill, P. (2008) Can we reduce the prevalence of challenging behaviour in people with intellectual disabilities? Journal of Intellectual Disability Research, 52. pp. 666-666. ISSN 0964-2633.

    Langthorne, P. and McGill, P. (2008) Preliminary examination of the function served by challenging behaviours associated with Fragile X and Smith Magenis syndrome. Journal of Intellectual Disability Research, 52 (8-9). pp. 669-669. ISSN 0964-2633.

    Forrester-Jones, R. and McGill, P. and Gwillim, J. (2008) Transitions and people with intellectual disabilities. Journal of Intellectual Disability Research, 52 (8-9). pp. 689-689. ISSN 0964-2633.

    Pilling, N. and McGill, P. and Cooper, V. (2007) Characteristics and experiences of children and young people with severe intellectual disabilities and challenging behaviour attending 52-week residential special schools. Journal of Intellectual Disability Research, 51 (3). pp. 184-196. ISSN 0964-2633.

    Abstract

    Background This study sought to gather information about the characteristics and experiences of children and young people with severe intellectual disabilities and severe challenging behaviour attending 52-week residential special schools. Method Staff of nine schools completed postal questionnaires on the characteristics and experiences of 156 pupils. Results Those attending residential schools are predominantly male, teenagers and in long-term placements. Most have limited communication skills and autistic spectrum disorders. All display high numbers of challenging behaviours, many of them serious. Children have a greater range and complexity of needs than pupils at day severe learning difficulties (SLD) schools, albeit with some overlap. Conclusions Children at 52-week residential schools present needs that both families and local services struggle to meet. Residential placement may provide the intensity of educational input and social support that is required, but may increase the vulnerability of the children. Local alternatives to residential schools should be investigated.

    McGill, P. and Bradshaw, J. and Hughes, A. (2007) Impact of extended education/training in positive behaviour support on staff knowledge, causal attributions and emotional responses. Journal of Applied Research in Intellectual Disabilities, 20 (1). pp. 41-51. ISSN 1360-2322.

    Abstract

    Background This study sought to gather information about the impact of extended training in positive behaviour support on staff knowledge, causal attributions and emotional responses. Methods Students completed questionnaires at the beginning, middle and end of a University Diploma course to measure changes in their knowledge of challenging behaviour, their causal attributions and their emotional responses. Results Students' knowledge significantly increased across the three data points. Students became less likely to attribute challenging behaviour to emotional causes. Changes in respect of making more behavioural attributions varied across different measures. Negative emotional responses reduced especially those related to depression/anger. Conclusions The training course presented here was associated with changes in student knowledge, attributions and emotional responses that are likely to be associated with better staff performance and better outcomes for people with intellectual disabilities.

    Langthorne, P. and McGill, P. and O'Reilly, M. (2007) Incorporating "motivation" into the functional analysis of challenging behavior - On the interactive and integrative potential of the motivating operation. Behavior Modification, 31 (4). pp. 466-487. ISSN 0145-4455.

    Abstract

    Sensitivity theory attempts to account for the variability often observed in challenging behavior by recourse to the "aberrant motivation" of people with intellectual and developmental disabilities. In this article, we suggest that a functional analysis based on environmental (challenging environments) and biological (challenging needs) motivating operations provides a more parsimonious and empirically grounded account of challenging behavior than that proposed by sensitivity theory. It is argued that the concept of the motivating operation provides a means of integrating diverse strands of research without the undue inference of mentalistic constructs. An integrated model of challenging behavior is proposed, one that remains compatible with the central tenets of functional analysis

    McGill, P. and Tennyson, A. and Cooper, V. (2006) Parents whose children with learning disabilities and challenging behaviour attend 52-week residential schools: their perceptions of services received and expectations of the future. British Journal of Social Work, 36 (4). pp. 597-616. ISSN 0045-3102.

    Abstract

    This paper reports the findings of a survey of parents whose children attended 52-week residential schools. Seventy-three parents completed a postal questionnaire which asked questions about three main areas: support and services received prior to their child’s entry into residential education; perceptions of the quality of care and education provided by residential schools; and concerns for their child’s future care and welfare. Telephone interviews were conducted with 14 parents, to obtain additional information on the topics addressed by the questionnaire. Parents were critical of services and support received prior to their child’s entry into residential education and reported high rates of exclusion from local services. Residential schools were generally perceived as providing a good quality of service, though considerable concern was expressed about their geographical distance from the family home, and this had a significant impact on the frequency of visits. Parents expressed high levels of concern about the future care and support needs of their children. Further research is required to understand the relationship between the availability and quality of local services and the need for 52-week residential schools. The impact of distant residential education on parent–child relationships and on future demand for residential care is considered.

    McGill, P. and Papachristoforou, E. and Cooper, V. (2006) Support for family carers of children and young people with developmental disabilities and challenging behaviour. Child: Care, Health and Development, 32 (2). pp. 159-165.

    Abstract

    Background This study gathered information about perceptions of family carers of children and young people with developmental disabilities and challenging behaviour of the help, support and treatment received from services and professionals. Methods 66 family carers completed postal questionnaires on the nature of, and their satisfaction with, services, professional help and advice received in respect of their family member’s challenging behaviour. Results Most carers were dissatisfied with support and services received. Almost half reported receiving no professional input or none that was helpful. Over two-thirds reported receiving respite care but, in a third of these, the child had been excluded because of challenging behaviour. Conclusions Families of children with challenging behaviour often do not receive services and supports that they find helpful. Treatments provided are not always evidence-based. The “rationing” of services creates a danger of inequality of access. We need a more proactive approach to identifying and meeting the need for family support.

    Bradshaw, J. and McGill, P. and Stretton, R. et al. (2004) Implementation and evaluation of active support. Journal of Applied Research in Intellectual disabilities, 17 (3). pp. 139-148.

    Abstract

    Objectives Active support was implemented in three community houses (active support houses), with 11 service users with severe learning disabilities. Methods This was evaluated with reference to changes in levels of engagement, challenging behaviour (major and minor) and staff contact, measured against three comparison services (non-active support houses). Results All measures increased for the active support houses. Significant increases in activity levels were found in one house. Statistically significant increases in activity and minor challenging behaviour were also found when all active support houses were compared with all non-active support houses. In the non-active support houses, all measures decreased, with the exception of mean level of staff contact in one house. Conclusions Unlike previous research findings, those service users who were less able did not receive comparatively more support from staff post-training and changes appeared unrelated to staff contact.

    McGill, P. and Hughes, C. and Teer, K. et al. (2003) Staff reports of setting events associated with challenging behaviour. Behaviour Modification, 27 (2). pp. 265-282.

    Murphy, G.H. and Kelly-Pike, A. and McGill, P. et al. (2003) Physical interventions for people with intellectual disabilities: staff training and policy frameworks. Journal of Applied Research in Intellectual Disabilities, 16 (2). pp. 115-125. ISSN 1360-2322.

    Abstract

    Background Physical intervention or restraint with people who have intellectual disabilities is sometimes necessary, even though it is known to present dangers to both staff and service users (some service users have died as a result of restraint). Aims This study aims to investigate the extent to which staff in intellectual disability services were trained in the use of physical interventions or restraint. Their views of a recent policy framework on physical interventions were also sought. Methods There were three groups of participants: (i) group 1 included staff who had attended conferences on the Policy Framework (the conference sample); (ii) group 2 included staff from two geographical areas (the geographical sample); (iii) group 3 included staff in specialist assessment and treatment services (the SpAT sample). All participants were sent a questionnaire asking them about their training in (and use of) physical intervention methods and their opinions on the policy document. Results There were at least 12 different types of training recorded, including a number of varieties of Control and Restraint (C&R). By no means did all the senior staff did have training in physical intervention methods. The degree of training varied with the sample and the type of training varied with the employing organization. Most participants in group 1 were very positive about the BILD & NAS Policy Framework but few staff in groups 2 and 3 had read the document. About two-thirds of the participants said their services had (or were developing) a written policy on physical interventions. Conclusions There remained a clear need for further training in physical interventions and evidence on which the effectiveness of different methods of physical interventions could be judged.

    McGill, P. and Hughes, C. and Teer, K. et al. (2001) Variability in staff reports of the frequency of challenging behaviour. Research in Developmental Disabilities, 22 (3). pp. 221-231.

    Murphy, G.H. and Kelly-Pike, A. and McGill, P. (2001) Physical interventions for people with intellectual disabilities: initial survey of training and evaluation of a policy framework. Journal of Applied Research in Intellectual Disabilities, 14 (4). pp. 401-411. ISSN 1360-2322.

    Abstract

    Background. Physical interventions for people who have intellectual disabilities are sometimes necessary, even though they are known to present dangers to both service users and staff. The present report concerns an initial study of training in physical interventions amongst a group of senior staff and their views on a recent policy framework on physical interventions developed by the British Institute of Learning Disabilities (BILD) and National Autistic Society (NAS). Method. The participants in this initial study included those who had attended conferences on the policy and those who had purchased the policy document. All participants were sent a questionnaire asking them about their training in, and use of, physical intervention methods, and their opinions on the policy document. Results. The participants came from a variety of services and were relatively well qualified and senior because of the way the sample was derived. They mostly had some training in physical intervention methods, although the type of training varied somewhat with their employing organization. Most participants were very positive about the BILD and NAS policy framework, and about two-thirds of the participants said that their services had, or were developing, a written policy on physical interventions. Conclusions. This group of staff, many of whom were trained in physical interventions, rated the BILD and NAS policy framework as very helpful. There remained a clear need for guidance with respect to the advantages and disadvantages of the many available methods, and an evidence base on which to judge the effectiveness of different methods of physical interventions

    McGill, P. and Cambridge, P. and McCarthy, M. et al. (2000) Better lives for people with learning disabilities: an evidence based strategy for change. Tizard Learning Disability Review, 5 (3). pp. 37-44. ISSN 1359-5474.

    McGill, P. (1999) Establishing operations: Implications for the assessment, treatment, and prevention of problem behavior. Journal of Applied Behavior Analysis, 32 (3). pp. 393-418. ISSN 0021-8855.

    Abstract

    This paper seeks to integrate Michael's (1982, 1933) discussion of the concept of the establishing operation (EO) with existing conceptual and empirical analyses of problem behavior in people with developmental disabilities. The paper begins with a summary of Michael (1993), which seeks to describe his concept of the EO and place it briefly in historical context. The role of EOs in evoking and establishing motivation for problem behavior is considered in some derail. A case is made for the greater consideration of EOs in the functional analysis of problem behavior, and specific suggestions for detecting the operation of conditioned establishing operations are offered. Turning to treatment, the paper considers the role played by EOs in existing procedures and discusses the development of treatment strategies that seek to modify EOs, extinguish EOs, and modify the responses evoked by EOs. Finally, consideration is given to the implications of EOs for the more systemic treatment and prevention of problem behavior.

    McGill, P. (1996) Summer holiday respite provision for the families of children and young people with learning disabilities. Child Care Health and Development, 22 (3). pp. 203-212. ISSN 0305-1862.

    Abstract

    While the provision of respite care is a relatively recent development in the provision of services to families, it is an area of considerable growth and apparent importance. Most service development and research has focused on the provision of residential or family-based respite care though some studies have commented on the apparent demand for other kinds of relief. This study describes a pilot summer playscheme for children with learning disabilities and the reactions of mothers to its provision. The characteristics of families who used the scheme are described and their felt needs for additional respite care explored. Mothers found the scheme very useful and expressed felt needs for substantially more such provision both during the summer and at other times. The findings are discussed in the context of the importance of developing respite services which meet the varied needs of families.

    McGill, P. (1994) Community psychology and politics - commentary. Journal of Community & Applied Social Psychology, 4 (1). pp. 21-25. ISSN 1052-9284.

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Total publications in KAR: 38 [See all in KAR]
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I am currently supervising four research students. Topics include the evaluation of training in positive behaviour support, the assessment and treatment of sleep difficulties, the quality of relationships between staff and individuals who present challenging behaviour and the impact of communities of practice. Prospective research students interested in research into challenging behaviour should contact me directly for initial discussions.

My research interests centre on challenging behaviour: analysis of causes in people with severe learning disabilities especially gene x environment and physiology x environment interactions; residential school placement of children with severe learning disabilities; reducing the prevalence of challenging behaviour in services for people with learning disabilities.

 

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I provide supervision for a number of psychological/behavioural specialists working with people wo present challenging behaviour. I am a Trustee of the Challenging Behaviour Foundation (www.thecbf.org.uk). I am a steering group member of the National Strategy Group on Challenging Behaviour (NSG-CB)

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Last Updated: 11/03/2013