Gates B
J Clin Nurs. 1996 Jan;5(1):7-12. doi: 10.1111/j.1365-2702.1996.tb00221.x.
The purpose of this paper is to contribute to the debate on issues related to the reliability and validity of measurement of challenging behaviour (behavioural difficulties) in learning disability. A number of practical, theoretical and methodological issues are discussed that have significance for the nurse both as practitioner and/or researcher in learning disability. These issues are equally important to both provider and purchaser of health care in order that resources can be most effectively targeted. The term 'challenging behaviour' would appear to be used both in literature and research synonymously with behavioural difficulties, this has implications for nurses in both their clinical practice and/or research. The author concludes by identifying a need to replace the term challenging behaviour, with 'behavioural difficulties'. It is argued that such a term is much more explicit in meaning and amenable to operational definition, thus enabling empirical study. Such a proposal will not be accepted by all as justifiable; this is because some might argue that adopting the term behavioural difficulties may be a retrograde step that perpetuates negative imagery and inappropriate labelling of people with a learning disability.
本文旨在推动关于学习障碍中挑战性行为（行为困难）测量的可靠性和有效性相关问题的辩论。文中讨论了一些实践、理论和方法学问题，这些问题对身为学习障碍从业者和/或研究者的护士具有重要意义。这些问题对医疗保健的提供者和购买者同样重要，以便能最有效地分配资源。“挑战性行为”一词在文献和研究中似乎与行为困难同义使用，这对护士的临床实践和/或研究都有影响。作者在结论中指出，需要用“行为困难”取代“挑战性行为”这一术语。有人认为，这样一个术语在含义上更加明确，并且便于进行操作性定义，从而能够开展实证研究。不过，并非所有人都会认为这一提议合理；这是因为有些人可能会争辩说，采用“行为困难”这一术语可能是一种倒退，会使对学习障碍者的负面印象和不恰当标签持续存在。
