Search results for ‘Subject term:"activities of daily living"’ Sort:
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A functional assessment of handmouthing among persons with severe and profound intellectual disability
- Authors:
- SWENDER Stephen L., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(2), June 2006, pp.95-100.
- Publisher:
- Taylor and Francis
The behavioural function of handmouthing has been assessed across various studies utilising analogue functional analyses. The aim of the current study was to expand upon research on this relatively understudied behaviour by examining the relationship between handmouthing and Gastro Esophageal Reflux Disorder (GERD), and the potential variables maintaining this challenging behaviour in 30 individuals with intellectual disability. First, the relationship of GERD to handmouthing was examined. Second, the behavioural function of handmouthing was assessed with an indirect functional assessment, the Questions About Behavioral Function (QABF). The authors found that a diagnosis of GERD was present with greater frequency among individuals with handmouthing than among matched peers who did not engage in handmouthing. Non-social reinforcement was most frequently endorsed as a behavioural function of this challenging behaviour. Although individuals with handmouthing exhibited more GERD than those who did not handmouth, the findings suggest that handmouthing was most often maintained by non‐social reinforcement. The importance of utilising functional assessment methodology for the assessment and treatment of handmouthing is discussed.
Interactive training: supporting people with severe and profound intellectual disabilities in meaningful activity
- Author:
- TOOGOOD Sandy
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 80p., CD ROM
- Place of publication:
- Brighton
This training pack has been developed to train staff and help them develop skills to support people with learning disabilities in their daily lives at home. The interactive training includes person-centred orientation, positive behaviour support, and active support, all of which will increase positive engagement. Part 1 of the pack provides an overview of manual and looks at when and how to use interactive training. Part 2 covers organising and leading interactive training, including giving feedback and coaching. Part 3 looks at follow-up, writing training summaries, outcomes and oral presentation. Part 4 provides details on training the trainers in workshop-based simulation training. Forms, sheets and handouts are also included. The training pack will be of interest to professional and supervisory staff, practitioners, psychologists, nurses, social workers, occupational therapists, professional trainers.
Quality of life for the Camberwell cohort
- Authors:
- BEADLE-BROWN J., MURPHY G., DiTERLIZZI M.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.380-390.
- Publisher:
- Wiley
Despite the acknowledged difficulties of measuring satisfaction for people with intellectual disabilities, the current study examined the quality of life (QoL) of the Camberwell Cohort, a total population sample of people with severe intellectual disability and/or autism. The Lifestyle Satisfaction Scale (LSS) was combined with selected questions from the Quality of Life Questionnaire and conducted with 12 people with intellectual disabilities and 72 proxy respondents. Inter-rater reliability on overall score was available for 10 participants and was acceptable with a Spearman's Rank order correlation co-efficient over 0.8. There were no significant differences between the scores of proxies and service users on the domains of the LSS. The sample of service users who completed the interviews was too small to allow further detailed analysis of their responses. However, responses from the proxy interviews indicated that there were no differences in life satisfaction between those socially impaired and socially able. However those with autism were reported to be less satisfied on Community Satisfaction while those with challenging behaviour had lower scores overall and specifically on Community Satisfaction. Those with an IQ below 50 had lower scores overall, than those with an IQ above 50 and specifically on Recreation Satisfaction. Linear regression analysis on total QoL score indicated that only three variables seemed to be important in predicting proxy QoL scores: challenging behaviour at Time 3, IQ at Time 3 and independent living skills at Time 1. The authors conclude that despite the difficulties encountered, this study provided some support for the widely held belief that QoL is lower for those with intellectual disability and for those with challenging behaviour.
Themed activities for people with learning difficulties
- Author:
- HUTCHINSON Melinda
- Publisher:
- Speechmark
- Publication year:
- 2003
- Pagination:
- 229p.
- Place of publication:
- Bicester, Oxon.
This resource is intended for professionals looking to run creative sessions with people with profound and complex learning difficulties. Using a selection of twenty everyday objects, it provides resource materials, ideas and flexible structures to extend and complement professionals' existing approaches. The book examines a range of teaching approaches, ideas for adapting activities and equipment, and how to present materials and tasks to the student. It can be used with individuals and groups in a variety of settings, including educational establishments, day provisions or at home.
Improving the quality of life of adults with more severe learning disabilities by increasing their interactions with their immediate environment
- Authors:
- BRENNAN Andrew, et al
- Journal article citation:
- Tizard Learning Disability Review, 8(2), April 2003, pp.23-31.
- Publisher:
- Emerald
Reports on a research project to measure the engagement levels of adults with severe learning disabilities living in staffed houses. 51 adults with moderate and severe learning disabilities living in 13 staffed houses in Solihul were included in the study. The project identifies individuals with the lowest levels of engagement; examines individual and environmental characteristics which contribute to these low levels; and to highlights 'good practice' and identifies service characteristics that encourage good practice.
The role of music within the home-lives of young people with profound and multiple learning disabilities: parental perspectives
- Authors:
- RUSHTON Rosie, KOSSYVAKI Lila
- Journal article citation:
- British Journal of Learning Disabilities, 50(1), 2022, pp.29-40.
- Publisher:
- Wiley
Background: Music is weaved within our cultures; it is ever-present within daily-life and can considerably influence our mood, well-being and relationships. This study explores parental perceptions of the role of music in the home-lives of children and young people with profound and multiple learning disabilities in the UK. It considers parental views of how listening to and making music can shape the mood and behaviours of their child and their relationship. Methods: Using a mixed-method explanatory sequential design and cross-sectional survey methodology, the study collected data from parents and carers of children and young people with profound and multiple learning disabilities. Data were collected from an online questionnaire (n = 48) followed by online one-to-one interviews (n = 10). Findings: Parents reported that children and young people with profound and multiple learning disabilities more frequently listen to music than make music within the home. They also stated that music is used for enjoyment, to support mood-regulation and to add structure to the lives of young people with profound and multiple learning disabilities. Parents finally reported that listening to music together helps families feel more connected and strengthened their relationships. Conclusion: This paper outlines the positive role music may have in the home lives of people with profound and multiple learning disabilities and their families. (Edited publisher abstract)
Exploring family activities and child engagement: a study on children with a significant cognitive and motor developmental delay
- Authors:
- VAN KEER Ines, VAN LEEUWEN Karla, MAES Bea
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(4), 2019, pp.779-791.
- Publisher:
- Wiley
Background: Everyday activities are an important setting for stimulating child functioning, but are understudied in young children with a significant cognitive and motor developmental delay. Therefore, we aim to characterise their family activities in terms of diversity, frequency, child engagement and family member's presence, compared to typically developing children. Methods: By asking a parent to fill out an adapted version of the Child Participation in Family Activities questionnaire, the activity pattern of 49 children within the study group and 45 children within the control group were assessed and compared. Results: Children in the study group generally experience less diverse activities (with an additional lower frequency of out‐of‐home activities) and show lower engagement levels compared to typically developing children. Conclusions: Incorporating high levels of personal interaction, highly stimulating activities and adapted leisure activities into the daily activity pattern of children with multiple disabilities might be a pathway to increased engagement levels. (Edited publisher abstract)
The time and effort in taking care for children with profound intellectual and multiple disabilities: a study on care load and support
- Authors:
- TADEMA Annemarie C., VLASKAMP Carla
- Journal article citation:
- British Journal of Learning Disabilities, 38(1), March 2010, pp.41-48.
- Publisher:
- Wiley
Raising children with profound intellectual and multiple disabilities is considered to be extremely difficult for parents, but figures on the content and amount of time needed for the caring task of parents is lacking. Data on what the caring task actually means (in terms of amount of time and type of task) is needed to be able to understand the parents' support needs. A questionnaire was developed in order to collect information about both the caring task and the level of parental burden concerning health-related tasks and basic need tasks such as eating and drinking, dressing and sleeping. Furthermore, the level of support parents experience from friends, relatives and special services is included and the use of special aids and resources is taken into account. A total of 133 parents completed the questionnaire. Most children are dependent on them for meeting all their basic needs and have several health problems. Significant relationships were found between the number of times parents have to get up at night and the level of burden at night, and between the days a child stayed in hospital and the level of parental burden. The results indicate that the caring task places heavy demands on parents. Professional support is alleviating and extremely important for parents. The caring task is not necessarily indicative for the subjective burden parents experience. Parents of young children express higher levels of burden than parents of older children.
The Camberwell Cohort 25 years on: characteristics and changes in skills over time
- Authors:
- BEADLE-BROWN Julie, MURPHY Glynis, WING Lorna
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.317-329.
- Publisher:
- Wiley
This study presents data on the characteristics of the Camberwell Cohort, 25 years after they were first assessed in the 1970s. It also presents data on changes over time. Measures of level of skills, ability and behaviour, including self-care, educational, social skills, cognitive ability and challenging behaviour, were conducted with as many of the cohort as possible. In addition, background information was collected on diagnosis, placement history, daytime activity and family contact. The cohort (n = 91) now aged between 27 and 42 years were living mostly in the community (68%) or with their parents (27%). Sixty-four per cent of the sample who could be tested (n = 36) had an IQ below 50, 73% were socially impaired and 72% had some form of autistic spectrum disorder. There were few changes over time between time 2 (1980s) and time 3, - most changes occurred during childhood and early adolescence. However, for those who had been in institutional care for more than 3 years, there were a number of self-care skills which significantly increased between time 2 and time 3 (after a move into the community).
Activity planning for inclusion: the Somerset approach
- Authors:
- NEIL Liz, WILMOT Lynne
- Journal article citation:
- Tizard Learning Disability Review, 11(3), July 2006, pp.13-20.
- Publisher:
- Emerald
This article describes the 'My Day' model developed in Somerset for activity planning for inclusion, where people living in 24-hour staffed accommodation ceased attending traditional day services and now participate in day and evening activities arranged within or from their home. The model is a structure for care staff to ensure they support people with learning disabilities to engage in everyday activities both at home and in the wider community. It is also a way to arrange individualised daily household tasks, personal self-care, hobbies, social arrangements and other activities with people with learning disabilities. A recording process is integral to My Day to enable statistical returns to be produced that inform service delivery at the point of delivery. Its main purpose is to ensure that people with learning disabilities remain at the centre of daily activity planning and that their wishes and aspirations are recognised. My Day is one of the ways in which outcomes can be measured for people with learning disabilities in Somerset.