Autism & Developmental
Professional caretakers as attachment figures in day care centers for children with intellectual disability and behavior problems.
★ The Verdict
Kids with ID form true attachment to day-care staff—use that bond to boost learning and lower problem behavior.
✓ Read this if BCBAs in preschool or after-school programs for children with intellectual disability.
✗ Skip if Clinicians serving only adults or kids with typical development.
01Research in Context
01
What this study did
You can shape behavior faster when a child uses you as a safe base.
Pair new demands with your face—deliver praise, breaks, and help yourself instead of rotating staff.
Watch who the child seeks when hurt; that adult should run behavior plans.
If no favorite staff exists, spend two weeks pairing yourself with toys and snacks before starting intensive teaching.
Free CEUs
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →→ Action — try this Monday
Let the child’s favorite staff member give the first five learning trials of the day.
02At a glance
Intervention
not applicable
Design
case series
Sample size
5
Population
intellectual disability
Finding
not reported
03Original abstract
Do children with intellectual disabilities (ID) show attachment behavior towards their professional caretaker? Five children, varying in chronological age, developmental age and DSM-diagnosis, were observed in a day care setting. Their attachment behavior was described by means of the Attachment Q-sort. Attachment behavior varied within and between children, irrespective of their diagnosis. This data indicates that professional caretakers are potential attachment figures for children with ID. Attachment introduces certain considerations for day care for children with ID, as well as opportunities for prevention and intervention. Implications for research and practice are discussed.
Research in developmental disabilities, 2006 · doi:10.1016/j.ridd.2005.02.001