Drama in a teaching or group situation requires the confidence to speak in character and the time to develop a role. This book solves this problem by providing the words to speak, an established well-worked lesson plan to use, and an easy format to follow for multiple adaptations and future dramas. It contains scripts and drama-workshop breakdowns designed especially for people with special needs, including those with Learning Difficulties or Autistic Spectrum Disorders. Each script format and workshop plan has been fully worked with groups of varying ages and abilities and includes valuable notes of experience - documenting lessons where the unexpected happened and how it was handled.
Drama in a teaching or group situation requires the confidence to speak in character and the time to develop a role. This book solves this problem by providing the words to speak, an established well-worked lesson plan to use, and an easy format to follow for multiple adaptations and future dramas. It contains scripts and drama-workshop breakdowns designed especially for people with special needs, including those with Learning Difficulties or Autistic Spectrum Disorders. Each script format and workshop plan has been fully worked with groups of varying ages and abilities and includes valuable notes of experience - documenting lessons where the unexpected happened and how it was handled.
Subject terms:
learning disabilities, autistic spectrum conditions, drama therapy;
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
Extended abstract:
Author
POWELL Sharon.
Title
Risk in challenging behaviour: a good practice guide for professionals.
Publisher
British Institute of Learning Disabilities, 2005
Summary
This guide is designed to help with establishing a framework to support individuals with learning disabilities or autistic spectrum disorders whose behaviour challenges services and presents a risk to themselves or others. It sets out in clear and simple terms a structured and systematic approach to the identification, assessment and management of risks associated with challenging behaviours.
Context
Risk is an evolving concept; it is changing and rarely stays the same from one day to the next. Individuals are prepared to take calculated risks in their daily lives for a variety of reasons. Professionals are expected to identify and manage risk objectively. Reactive strategies for risk management when behaviour challenges should form part of an overall framework. This should include approaches that support positive behaviour. Physical interventions should be used only as a last resort.
Contents
A foreword explains recent developments and an introduction outlines the problem and the intentions of the guide. The first section, on philosophical and organisational issues, discusses organisational foundations, the nature of risk, taking risks, procedures for working with risk, why risk should be assessed, and the elements of risk. The second, on assessing risk, covers risk scoring, identifying hazards and risks, the risk assessment process, describing the challenging behaviour, articulating risk, managed and unmanaged risk, the assessment process, what might go wrong, and physical interventions in the context of risk assessment. Two sets of checklists are given, on procedures for working with risk, consisting of three lists, for developing risk policies, service user vulnerability, and breaking confidentiality; and on risk assessment process, with four lists, for information gathering, planning and consultation, implementation and monitoring, and evaluation and review. Three pro formas are also given, for behaviour description, articulating risk and assessment of service user vulnerability.
This report aimed to investigate the employment support available for people with learning disabilities or autistic spectrum disorders (ASD) in paid and unpaid jobs in Scotland. The study aimed to map the nature and availability of employment support; to identify aspects of good practice; and to explore the direct experiences of individuals and their families. The study used both quantitative and qualitative methods and involved a review of the literature published in the past 5 years; telephone interviews with 10 key stakeholders; a postal questionnaire survey of 204 employment support providers; in-depth qualitative interviews with 15 supported employees, their families and 10 employees. The report concludes that there is some way to go before the aspirations of people with learning disabilities or ASD for real paid jobs are met. Examples of good practice were identified and, while the results were life changing for the individuals involved and their families, supported employment as originally intended was not being put into practice. There is a need for a more strategic and coordinated approach to developing and funding supported employment in Scotland so that its implementation can be more widespread.
This report aimed to investigate the employment support available for people with learning disabilities or autistic spectrum disorders (ASD) in paid and unpaid jobs in Scotland. The study aimed to map the nature and availability of employment support; to identify aspects of good practice; and to explore the direct experiences of individuals and their families. The study used both quantitative and qualitative methods and involved a review of the literature published in the past 5 years; telephone interviews with 10 key stakeholders; a postal questionnaire survey of 204 employment support providers; in-depth qualitative interviews with 15 supported employees, their families and 10 employees. The report concludes that there is some way to go before the aspirations of people with learning disabilities or ASD for real paid jobs are met. Examples of good practice were identified and, while the results were life changing for the individuals involved and their families, supported employment as originally intended was not being put into practice. There is a need for a more strategic and coordinated approach to developing and funding supported employment in Scotland so that its implementation can be more widespread.
Subject terms:
learning disabilities, supported employment, user views, autistic spectrum conditions, employment, good practice;
This book acts as a resource for identifying and addressing sensory dysfunction in children, using a range of practical strategies to help them reach their full potential at home, at school and in the community. The authors explain the causes, contributing factors, symptoms and associated behaviors of sensory dysfunction, particularly when found in conditions such as autism spectrum disorders (ASDs), ADHD and bipolar disorder. Focusing on early intervention, they provide a host of tried and tested integration activities, assessment and curricular modifications, treatment options and useful equipment and resources that ultimately aim to limit or prevent the interference of sensory dysfunction with successful learning, socialisation and skills development.
This book acts as a resource for identifying and addressing sensory dysfunction in children, using a range of practical strategies to help them reach their full potential at home, at school and in the community. The authors explain the causes, contributing factors, symptoms and associated behaviors of sensory dysfunction, particularly when found in conditions such as autism spectrum disorders (ASDs), ADHD and bipolar disorder. Focusing on early intervention, they provide a host of tried and tested integration activities, assessment and curricular modifications, treatment options and useful equipment and resources that ultimately aim to limit or prevent the interference of sensory dysfunction with successful learning, socialisation and skills development.
BENNETT Heather E., WOOD Clare L., HARE Dougal Julian
Journal article citation:
Journal of Applied Research in Intellectual Disabilities, 18(1), March 2005, pp.57-64.
Publisher:
Wiley
This study assessed whether a Learning Disability Service should develop a specific autism strategy or provide services on a needs-led basis. An autism screening questionnaire had been used to identify individuals scoring above a cut-off who had (n = 9) or had not (n = 15) received a formal diagnosis of autism. A sample of low scorers (n = 22) were matched to these groups. Questionnaires assessing service provision, needs (disabilities and challenging behaviour), quality of life and knowledge of autism were sent to relatives of individuals living at home or key-workers for those living in supported housing. The high scoring groups had similar levels of needs. Those diagnosed with autism received more services in total while the high scoring group without autism diagnoses scored significantly lower on quality of life. Although these differences were not maintained when level of disability was taken into account, it appeared that there was some level of unmet need in the high scorers without autism diagnoses group. It appeared that resources should be targeted at identifying and addressing the specific needs of individuals presenting with autistic spectrum difficulties.
This study assessed whether a Learning Disability Service should develop a specific autism strategy or provide services on a needs-led basis. An autism screening questionnaire had been used to identify individuals scoring above a cut-off who had (n = 9) or had not (n = 15) received a formal diagnosis of autism. A sample of low scorers (n = 22) were matched to these groups. Questionnaires assessing service provision, needs (disabilities and challenging behaviour), quality of life and knowledge of autism were sent to relatives of individuals living at home or key-workers for those living in supported housing. The high scoring groups had similar levels of needs. Those diagnosed with autism received more services in total while the high scoring group without autism diagnoses scored significantly lower on quality of life. Although these differences were not maintained when level of disability was taken into account, it appeared that there was some level of unmet need in the high scorers without autism diagnoses group. It appeared that resources should be targeted at identifying and addressing the specific needs of individuals presenting with autistic spectrum difficulties.
Subject terms:
learning disabilities, needs, needs assessment, social care provision, autistic spectrum conditions, challenging behaviour, diagnosis;
The term Developmental Coordination Disorder (DCD) is used to describe a group of children who have difficulty. with tasks involving movement such that it interferes with their daily living or academic progress. As with other developmental disorders such as autistic spectrum disorder, attention deficit disorder and dyslexia, DCD is now a prominent concern of both researchers and practitioners. This text is aimed at both researchers and professionals who work in a practical manner with the condition and includes professionals in health, occupational therapists, physiotherapists, health visitors, paediatricians, and - in the educational field - teachers and others who are in daily contact with the children - their parents. The essence of the text is that work with children should be guided by research evidence driving the clinical practice which in turn raises more questions for research.
The term Developmental Coordination Disorder (DCD) is used to describe a group of children who have difficulty. with tasks involving movement such that it interferes with their daily living or academic progress. As with other developmental disorders such as autistic spectrum disorder, attention deficit disorder and dyslexia, DCD is now a prominent concern of both researchers and practitioners. This text is aimed at both researchers and professionals who work in a practical manner with the condition and includes professionals in health, occupational therapists, physiotherapists, health visitors, paediatricians, and - in the educational field - teachers and others who are in daily contact with the children - their parents. The essence of the text is that work with children should be guided by research evidence driving the clinical practice which in turn raises more questions for research.
Providing a theoretical foundation for understanding communication and language impairments specific to autism, the author explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She stresses the importance of identifying each autistic individual's nonverbal language, which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory – with a view to establish a shared means of verbal communication. She offers an explanation of why certain approaches, might work with some autistic children but not others. The ‘What They Say' sections of the book enable the reader to see through the eyes of autistic individuals and to understand their language differences first hand. ‘What We Can Do to Help' sections throughout the book give practical recommendations on what to do in order to help autistic individuals use their natural mechanisms to learn and develop social and communicative skills. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.
Providing a theoretical foundation for understanding communication and language impairments specific to autism, the author explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She stresses the importance of identifying each autistic individual's nonverbal language, which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory – with a view to establish a shared means of verbal communication. She offers an explanation of why certain approaches, might work with some autistic children but not others. The ‘What They Say' sections of the book enable the reader to see through the eyes of autistic individuals and to understand their language differences first hand. ‘What We Can Do to Help' sections throughout the book give practical recommendations on what to do in order to help autistic individuals use their natural mechanisms to learn and develop social and communicative skills. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.
Subject terms:
learning disabilities, psychology, therapies, therapy and treatment, Aspergers syndrome, autism, autistic spectrum conditions, behaviour, communication, good practice;