Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 28
Learning disability classification: time for re-appraisal?
- Author:
- LEYIN Alan
- Journal article citation:
- Tizard Learning Disability Review, 15(2), April 2010, pp.33-44.
- Publisher:
- Emerald
This paper examines the nature of the classifications of learning disabilities as circulated within the diagnostic manuals. It suggests that, by leaving aside all doubts and controversies that surround the concept and measurement of intellectual functioning, weaknesses are exposed from within those manuals' own frames of reference. The difficulties arising from using the international sub-classifications of learning disabilities when the national classifications should apply are discussed. Three main conclusions are drawn: there are inherent difficulties with the measurement of the fine-grained classification system which leads to a best guess approach; there are difficulties resulting from the incursion of the internationally promoted classification into the national context; and without acknowledging these two failings, problems will compound, appearing in unlikely places. The difficulties fundamentally arise from trying to mould the categories of learning disabilities into a strict medical diagnostic framework.
Assessment – what is important to this person?
- Author:
- WILLIAMS Paul
- Journal article citation:
- Community Living, 23(3), Spring 2010, pp.19-20.
- Publisher:
- Hexagon Publishing
Assessment is the systematic collection, recording and interpretation of information for a particular purpose. In the past, it has been usual for some very negative information to be collected about people with learning disabilities, sometimes as a supposed way of identifying needs, but sometimes as a trigger for control, subversion and oppression. This short article urges students to develop positive values towards people with learning disabilities and an orientation towards positive information about them. These principles, the author suggests, can, and should be, reflected in assessment.
Difficulties of dealing with dementia in individuals with intellectual disabilities: the healthcare perspective
- Authors:
- JETHWA Hannah, CASSIDY Geraldine
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(4), December 2010, pp.48-52.
- Publisher:
- Emerald
Dementia is a condition that involves inevitably progressive deficits in numerous cognitive domains, including thought, language, memory, understanding and judgement. It is more than 4 times as prevalent in people with intellectual disabilities as in the general population. This paper explains the main difficulties in dealing with dementia in people with intellectual disabilities, including late diagnosis, assessment and management issues. Diagnosis of the condition in people with intellectual disabilities is often difficult due to lack of baseline skill assessment, high staff turnover in supported accommodation and low expectations of capabilities. Current National Institute for Health and Clinical Excellence (NICE) guidelines on anti-dementia medication state that treatment should not be initiated until the condition has reached moderate severity. Determining whether symptoms are at this stage in people with intellectual disabilities is difficult because their skill level is already impaired. An accurate and extensive record of baseline skill levels in people with intellectual disabilities is therefore crucial, and regular comparison with baseline is key to early diagnosis of dementia.
The association between repetitive behaviours, impulsivity and hyperactivity in people with intellectual disability
- Authors:
- BURBIDGE C., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 54(12), December 2010, pp.1078-1092.
- Publisher:
- Wiley
There is a need for assessments of psychological difference and disorder in people who have more severe intellectual disability. The aim of this study was to develop and evaluate the psychometric properties of an informant-based questionnaire measure of hyperactivity and impulsivity for use in relation to people with all levels of intellectual disabilities. The additional aim was to evaluate the association between repetitive behaviour and hyperactivity and impulsivity to test the prediction that these phenomena should co-occur. The Activity Questionnaire (TAQ) was developed for this study. Three sub-scales with high levels of face validity were supported by factor analysis of the scoring of 755 intellectually disabled participants on the TAQ items. These sub-scales mapped onto the constructs of Overactivity, Impulsivity and Impulsive Speech. Test–retest, inter-rater reliability and internal consistency were robust. TAQ scores and scores on the Repetitive Behaviour Questionnaire were collected for a sample of 136 participants with varying degrees of intellectual disabilities. The results showed that there were significant positive associations between overactivity and stereotyped behaviour , impulsivity and restricted preferences , and impulsive speech and repetitive speech . The article concludes that the TAQ is a reliable assessment of hyperactivity and impulsivity for people with intellectual disabilities with robust factor structure. The relationship between impulsivity and restricted preferences may result from a common cognitive impairment in inhibition, which may underpin these two classes of behaviour.
Choice-making in vocational activities planning: recommendations from job coaches
- Authors:
- COBIGO Virginie, LACHAPELLE Yves, MORIN Diane
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 7(4), December 2010, pp.245-249.
- Publisher:
- Wiley
Choice in the job seeking process may lead to increased satisfaction with the chosen job, and improve attention, performance, and motivation. Despite their commitment to promoting choice-making, service providers may encounter important barriers to understanding the vocational interests of persons with intellectual disabilities who have difficulty expressing their choices verbally. Methods of recording choices expressed through nonverbal means of communication are therefore needed. This article describes a method for assessing vocational interests through direct observation. This method was field-tested with 19 persons with intellectual disabilities. The testing consisted of administration of the assessment method by job coaches to their clients and analysis of the results. Interviews were conducted with the participating job coaches to assess its practical value and provide recommendations pertinent to its implementation and dissemination. This step is crucial to the knowledge-to-action process since it tailors research findings to make them meaningful to daily practice. Results are discussed relevant to improving choice-making opportunities in the job seeking and planning process of persons with intellectual disabilities. The results demonstrate the need for training to enable support staff to embed choice-making opportunities in the daily life of persons with intellectual disabilities.
Models of disability, quality of life, and individualized supports: implications for professional practice in intellectual disability
- Authors:
- BUNTINX Wil H. E., SCHALOCK Robert L.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 7(4), December 2010, pp.283-294.
- Publisher:
- Wiley
In the past decade, new models have emerged with respect to the constructs of intellectual disability, quality of life, and supports. These models have implications both for understanding the underlying phenomena as for validating professional practices. This article describes the context and key components of models of human functioning and disability (American Association on Intellectual and Development Disabilities, and International Classification of Functioning, Disability, and Health), quality of life, and supports, and demonstrate how these models are related by synthesising their similarities and differences. From this it discusses the implications for professional clinical and service good practice. It is argued that these models offer relevant frames of reference for guiding and integrating activities of medical, behavioural, and social disciplines in the field of intellectual disability services. It is also argued that knowledge of these models and their relationships facilitates communication among professionals and between professionals and policy makers.
Challenging behaviour: a training pack to develop good practice in working with people with learning disabilities whose behaviour is described as challenging
- Authors:
- HARDY Steve, JOYCE Theresa
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 271p., bibliog.
- Place of publication:
- Brighton
This training resource aims to ensure that the workforce have the capabilities to provide effective and ethical support to people with learning disabilities who have challenging behaviour. It uses a person-centred support approach, emphasising the need for individualised interventions, understanding needs and environmental implications. Modules cover topics such as: understanding and assessing challenging behaviour; interventions; supportive strategies; reactive strategies; cognitive approaches; use of mediation; working with families; active support; mental health problems; and challenging behaviour and offending. Each module is divided into individual sessions, providing details of topics to discuss, time taken per session and resources to use. An accompanying CD-ROM contains slides and handouts that can be printed off. Relevant for front line staff in health and social care settings, and professionals in training.
Reflections on using the Model of Human Occupation Screening Tool in a joint learning disability team
- Authors:
- HAWES Doug, HOULDER Daniel
- Journal article citation:
- British Journal of Occupational Therapy, 73(11), November 2010, pp.564-567.
- Publisher:
- Sage
Increasing demands for evidence-based practice can cause dilemmas for practitioners, who are striving to identify assessments and outcome measures that are reliable in their practice setting, clinically useful and flexible. This article describes a preliminary study of the Model of Human Occupation Screening Tool (MOHOST) by occupational therapists in a community learning disability service which was seeking to introduce an evidence base to its assessment process without compromising clinical flexibility. Over 6 months, 11 members of the occupational therapy service, including support staff, contributed to using the MOHOST. Three training and troubleshooting workshops were held, with staff having the opportunity to share good practice and discuss problems or issues. The participants were interested in the following aspects of the MOHOST: ease and flexibility of use; application in learning disability settings; and value as a framework for report writing. The occupational therapists found that the MOHOST facilitated consistent and evidence-based practice, without compromising professional autonomy or a client-centred focus. It appeared straightforward, flexible to use and applicable in a wide range of learning disability settings.
Health service inpatient units for people with intellectual disabilities and challenging behaviour or mental health problems
- Authors:
- MANSELL Jim, RITCHIE Fiona, DYER Ricinda
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(6), November 2010, pp.552-559.
- Publisher:
- Wiley
This paper presents findings from a survey was carried out of NHS and independent sector (IH) health settings providing specialist inpatient services for people with intellectual disabilities. Data were collected on setting and patient characteristics, staffing and management and care processes and outcomes. Results revealed that services were very unevenly distributed across England. There were differences between NHS and IH settings. IH assessment and treatment units were bigger, had higher occupancy and lower staff ratio. In all three types of unit, IH units had fewer visits to patients, used more seclusion, physical restraint and had more locked areas. They had more complaints in more services from users and from relatives. In low secure units, they had more adult protection referrals. The authors concluded that the number of people who have finished treatment emphasises the importance of developing housing in the community with sufficiently skilled support. The number of patients in low secure services raises the question whether this type of service is recreating the intellectual disability institutions which government policy intends to close.
Supporting mutual caring: a booklet for workers in services who are supporting older families that include a person with learning disabilities
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2010
- Pagination:
- 26p.
- Place of publication:
- London
An increasing number of people with learning disabilities are providing regular and substantial care for their ageing relatives. This care ranges from help with personal care, medication, cooking and cleaning, to help with shopping and keeping them company as they go out and about less. In many cases, neither person would be able to remain living independently without this support. This is known as mutual caring. However, mutual caring amongst older families often remains hidden. This booklet highlights some of the main issues facing mutually caring older families and some of the ways that people in different services and roles can make a positive difference. This booklet should be read by anyone who is working in a service or role where they may come into contact with an older family in which a person with learning disabilities is taking on a caring role for their older relative. It focuses on 3 main topics: understanding mutual caring; responding to the challenge of mutual caring; and getting support right for families who are caring for each other.