Search results for ‘Subject term:"learning disabilities"’ Sort:
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Challenging behaviours: prevalence and topographies
- Authors:
- LOWE K., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 51(8), August 2007, pp.625-636.
- Publisher:
- Wiley
Variations in reported prevalence of challenging behaviour indicate the need for further epidemiological research to support accurate planning of future service provision. All services providing for people with learning disabilities across seven unitary authorities, with a total population of 1.2 million, were screened to identify people with challenging behaviour. Interviews were conducted with primary carers to gain data on identified individuals' characteristics and support. Measures designed for a similar study conducted in Manchester University were incorporated to allow direct comparison with earlier findings, together with standardized tools to assess adaptive behaviour and social impairment. In total, 4.5 (2.5–7.5) people per 10,000 population were rated as seriously challenging, representing 10% (5.5–16.8%) of the learning disability population; the most prevalent general form was other difficult/disruptive behaviour, with non-compliance being the most prevalent topography. The majority showed multiple behaviours and multiple topographies within each general behaviour category. Also identified were substantial numbers of additional people reported as presenting challenging behaviours at lower degrees of severity. Prevalence rates for seriously challenging behaviours were comparable to those reported in the earlier studies, thus confirming previous findings. The prevalence of less serious challenging behaviour also has major clinical significance and emphasizes the need for enhanced understanding and skills among personnel within primary- and secondary-tier health, education and social care services, and for strengthening the capacity of community teams to provide behavioural expertise.
Symbols can improve the reading comprehension of adults with learning disabilities
- Authors:
- JONES F.W., LONG K., FINLAY W.M.L.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(7), July 2007, pp.545-550.
- Publisher:
- Wiley
This study aimed to test the hypothesis that adding symbols to written text can improve its comprehensibility for adults with learning disabilities. Nineteen adults with mild or borderline learning disabilities attempted to read four short passages of text, two of which had Widgit Rebus symbols added to them. Following each passage, they were asked questions to test their comprehension. A counterbalanced design was employed. Participants’ comprehension scores were significantly higher for the symbolized passages than the non-symbolized ones. It is concluded that adding symbols to written text can make comprehension easier for some adults with mild and borderline learning disabilities.
Explore community resources before creating your own
- Author:
- FISHER Katie
- Journal article citation:
- Community Living, 21(2), 2007, pp.12-13.
- Publisher:
- Hexagon Publishing
The author, a community access worker, explains how community access can work with people with learning disabilities and how it can relieve some of the problems and boundaries they face.
Cutting day services is not modernisation
- Author:
- HOLMAN Andrew
- Journal article citation:
- Community Living, 21(2), 2007, pp.10-11.
- Publisher:
- Hexagon Publishing
Day services for people with learning disabilities have become targets for cuts by local authorities using the argument that it is modernisation. Yet few people with learning disabilities are in work. The author argues that proper community based-support that meets people's needs and promotes employment opportunities is required.
Good practice in learning disability nursing
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2007
- Pagination:
- 63p., bibliog.
- Place of publication:
- London
This document provides good practice guidance to support learning disability nursing to make a major contribution to the health and well-being of people with a learning disability in the future.
Community-based day services for adults with intellectual disabilities in the United Kingdom: a review and discussion
- Author:
- SIMPSON Murray K.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 4(4), December 2007, pp.235-240.
- Publisher:
- Wiley
Recent policy statements about services for adults with intellectual disabilities in the UK have pushed for a reoriented day services model. However, there is comparatively little research into new models of day service provision. Drawing on the findings of an evaluation of a "dispersed" or "center-less" service, the author discusses the potential contribution such services might play. These findings showed that services based on accessing mainstream community amenities and facilities, rather than scheduled attendance at special day services centers, are popular with service users, staff, and parents. However, such conclusions can mask longer-term and deeper tensions and problems. One notable feature is a failure to articulate clearly specific objectives for individuals and for the service. This elasticity and multiplicity of aims is what allows different constituent parties to appear to concur in their evaluations when in fact they have altogether different registers of success. These and a number of other questions are raised and need to be addressed before any further expansion of dispersed services is considered, such as their contribution to social inclusion and potential longer-term implications - running out of new activities, boredom, and so forth. More significant is the question of the symbolic role day services centers played as a physical and fiscal commitment to public service provision. There are reasons to suspect that an increased shift toward dispersed services may lead to a declining commitment by local authorities to provide for others than those persons with severe or complex disabilities.
'What it is like to be us'
- Author:
- CALLAGHAN David
- Journal article citation:
- Community Care, 29.11.07, 2007, pp.30-31.
- Publisher:
- Reed Business Information
A group of people with learning disabilities is providing training to professionals about their needs. The author looks at the work of Trainers for Change (T4C) which recently picked up a Skills for Care accolade for its innovative work.
The prevalence of intellectual disability in a major UK prison
- Authors:
- HAYES Susan, et al
- Journal article citation:
- British Journal of Learning Disabilities, 35(3), September 2007, pp.162-167.
- Publisher:
- Wiley
Over-representation of people with learning disability in prisons has been demonstrated in many Western jurisdictions. This was the first comprehensive research in a UK prison. The research used a random 10% sample of a prison population (n = 140). A semi-structured interview, the Wechsler Adult Intelligence Scale – III (UK version) and the Vineland Adaptive Behavior Scales (VABS) Interview Edition were administered. On the Wechsler Adult Intelligence Scale – III, UK version (WAIS-III (UK)), 7.1% of participants achieved standard scores below 70 and a further 23.6% were in the 70–79 (borderline) range. The VABS results indicated that 10.1% had standard scores below 70 and a further 33.3% were in the borderline range. The results indicate that the prevalence of intellectual (or learning) disability as measured on either or both of the WAIS-III (UK) or the Vineland Adaptive Behavior Scales is higher than previous research in the UK has indicated. The results have implications for provision of services in prison and post-release.
No One Knows: offenders with learning difficulties and learning disabilities
- Authors:
- TALBOT Jenny, RILEY Chris
- Journal article citation:
- British Journal of Learning Disabilities, 35(3), September 2007, pp.154-161.
- Publisher:
- Wiley
The prevalence of offenders with learning difficulties and learning disabilities is not agreed upon. What is clear, however, is that, regardless of actual numbers, many offenders have learning difficulties that reduce their ability to cope within the criminal justice system, for example, not understanding fully what is happening to them in court or being unable to access various aspects of the prison regime, including some offending behaviour programmes. Offenders with learning difficulties are not routinely identified and, as a result, often do not receive the support they need. No One Knows is a UK wide programme led by the Prison Reform Trust that aims to effect change by exploring and publicizing the experiences of people with learning difficulties who come into contact with the criminal justice system. The article highlights the aims of No One Knows and describes what, for the purpose of the programme, we mean by ‘learning difficulties and learning disabilities’. Problems in identifying precise numbers of offenders with learning difficulties and learning disabilities are discussed and attention drawn to recent research on prevalence. The context and some of the challenges of ‘prison life’ are identified and a number of early research findings from No One Knows are presented.
We're all going on a holiday...
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 16.8.07, 2007, pp.26-27.
- Publisher:
- Reed Business Information
The author looks at the problems service users with learning disabilities face when going on holiday, and at the holiday organisations that actively welcome this group of people.