Behavioral problems in people with intellectual disability: Basic facts, incidence and risk factors

Abstract

In people with intellectual disabilities, behavioral problems result from the interaction of multiple risk factors of different origin, which undoubtedly indicates the importance of knowing their individual characteristics and life circumstances. Incidence, specific forms and topography of behavioral problems depend on different factors, both socio-demographic and inherent ones. Behavioral problems significantly impede acquiring new adaptive skills and have a negative influence on the interaction with the environment. Emotional and behavioral problems are a significant source of stress in children with intellectual disability, as well as their parents and professional staff. These difficulties, especially aggression and disruptiveness, have a big influence on the selection of education model, i.e. on how much the child will be involved in the educational process and the decision whether or not a person will be institutionalized. Better understanding of behavioral problems in people with intellectual disability is the basis of eliminating or reducing risk factors, as well as creating a comprehensive treatment model.

Problemi u ponašanju kod osoba sa intelektualnom ometenošću nastaju kao rezultat interakcije više faktora rizika različitog porekla, što nedvosmisleno ukazuje na neophodnost poznavanja njihovih individualnih karakteristika i okolnosti u kojima žive. Učestalost, specifične forme i topografija problema u ponašanju zavise od raznih činilaca, kako onih socio-demografskih, tako i faktora inherentnih osobi. Prisustvo problema u ponašanju u značajnoj meri ometa usvajanje novih adaptivnih veština i negativno utiče na interakciju osobe sa okruženjem. Emocionalne i bihejvioralne teškoće su značajno izvorište stresa za decu sa intelekualnom ometenošću, ali i za njihove roditelje i stručno osoblje. Ove teškoće, posebno agresivnost i disruptivnost, imaju veliki uticaj na odabir tipa edukativnog miljea, odnosno obima i nivoa učešća deteta u vaspitno-obrazovnom procesu, ali i na odluku da li će osoba biti institucionalizovana. Bolje razumevanje geneze problema u ponašanju kod osoba sa intelektualnom ometenošću predstavlja osnov za otklanjanje ili ublažavanje faktora rizika, kao i za kreiranje sveobuhvatnog modela tretmana.