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Meeting Knowledge Needs

Meeting Knowledge Needs

Project Title: Knowledge Translation for Teachers of Individuals with Intellectual/Developmental Disabilities and Health-Related Challenging Behaviours
: C. T. Yu, Joyce Douglas, Janine Montgomery, Shahin Shooshtari, Bev Temple, Emma Hill Kepron, Toby Martin
: St.Amant School, St.Amant Research Centre, University of Manitoba (UM) Department of Psychology, UM Faculty of Human Ecology – Department of Family Social Science, UM Faculty of Nursing, UM Libraries
Research Sponsor
: Canadian Institutes of Health Research


Children and young adults with developmental disabilities sometimes engage in challenging behaviours that present serious risks to themselves and others. Classroom teachers and other service providers need up-to-date and unbiased research findings about effective approaches to these behaviours, but often this information is neither easily accessible nor user-friendly.


In this two-year project, researchers and teachers are partnering to develop and evaluate a process to translate sound scientific knowledge – that is, to make the information user-friendly, easily accessible, and available to all teachers and related professionals.

Through this knowledge translation process, we will receive requests for information about treating severe challenging behaviours, conduct systematic reviews of research findings, prepare evidence-based practice recommendations, and share those recommendations to promote uptake. We will evaluate every step of the process, using mixed methods, and improve the process based on the results.

Significance of Study

Our findings will impact positively on well-being, educational practice, and program policy, to the benefit of students, teachers, families and administrators. The systematic reviews will yield evidence-based techniques for reducing challenging/dangerous behaviours of students with ID/DD, and will directly improve their health, reduce stress, and improve their overall life quality. The knowledge will inform schools/administrators in policy decisions on managing challenging behaviours of students with ID/DD. The process is transferrable to other areas and for other professionals.

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