Search results for ‘Subject term:"learning disabilities"’ Sort:
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Do group interventions help people with autism spectrum disorder to develop better relationships with others? A critical review of the literature
- Authors:
- ATKINSON-JONES Katherine, HEWITT Olivia
- Journal article citation:
- British Journal of Learning Disabilities, 47(2), 2019, pp.77-90.
- Publisher:
- Wiley
Background: Social and communication impairments are a core diagnostic feature of autism spectrum disorder (ASD) and can act as a barrier to developing relationships. The National Institute for Health and Care Excellence (2016) guidelines recommend group social skills interventions as the first‐line treatment to help adults with ASD improve their social skills and relationships. To date, reviews have only explored the impact of group social skills interventions for adults with ASD without intellectual disability (ID). This review aimed to critically appraise studies investigating group social skills interventions for adults with ASD both without intellectual disability and with a mild or moderate intellectual disability. Method: A systematic search of four databases (PsycINFO, MEDLINE, EMBASE and CINAHL), as well as hand‐searching of references, was conducted. Ten studies were identified, employing different designs and methodologies, and covering six different group social skills interventions. Results: Overall, the review provided fairly consistent evidence that group social skills in different formats can reduce social impairments and increase social interaction, social knowledge and empathy for adults with ASD. Conclusion: There was variation in the quality of studies, and the most robust evidence was provided for the efficacy of the PEERS‐YA intervention. There was less evidence supporting the effectiveness of group social skills interventions for adults with ASD and intellectual disability, and more research is needed in this area. (Publisher abstract)
Calm child programme: parental programme for anxiety in children and young people with autism spectrum disorder and intellectual disabilities
- Authors:
- GOBRIAL Ereny, RAGHAVAN Raghu
- Journal article citation:
- Journal of Intellectual Disabilities, 22(4), 2018, pp.315-327.
- Publisher:
- Sage
- Place of publication:
- London
Children with autism spectrum disorder (ASD) and intellectual disabilities (IDs) are more vulnerable to experiencing anxiety disorders. Parental involvement in intervention is crucial for successful management of the interventions in the population of people with ASDs. This article describes the design and evaluation of parenting programme for anxiety disorders in children and young people with ASD and ID. In phase 1 semi-structured interviews were conducted to explore management strategies for anxiety at home and in school settings. A total of 34 participants (14 parents, 20 teachers) participated in the interviews. A Delphi process was conducted with health professionals to develop consensus on appropriate anxiety interventions. In phase 2 the intervention programme was implemented by seven parents who also participated in focus group to evaluate the developed programme. A parental programme, calm child programme (CCP), was developed, implemented and evaluated. The evaluations show significant decrease in children’s anxiety as a result of implementing the programme. This study contributes further evidence to parental involvement in interventions for children and young people with ASD and IDs. The CCP is a useful and cost-effective approach in enabling parents to provide anxiety interventions in a home setting. (Edited publisher abstract)
A preliminary investigation into the effectiveness of a group-delivered sleep management intervention for parents of children with intellectual disabilities
- Author:
- STUTTARD Lucy
- Journal article citation:
- Journal of Intellectual Disabilities, 19(4), 2015, pp.342-355.
- Publisher:
- Sage
- Place of publication:
- London
Sleep problems are more prevalent and severe among children with intellectual disabilities and autism compared to typically developing children. Training parents in behavioural approaches to manage sleep problems is advocated. However, delivering such interventions via groups is novel. This article reports the findings from a preliminary evaluation of a group-delivered intervention routinely delivered by a Child and Adolescent Mental Health Service Learning Disability team in England. For this purpose, parents (n = 23) of children with intellectual disabilities were recruited. The Children’s Sleep Habits Questionnaire, Parents’ Sense of Competence Scale and parent-set goals captured outcomes at pre-intervention, post-intervention and 3- and 6-month follow-up. Intervention delivery costs were collected. Take-up was high (86%), and no parent dropped out. Statistically significant improvements in night wakings, parent-set goals and parents’ sense of efficacy were observed. The estimated mean cost of delivering each intervention was British (GBP) £1570. Findings suggest the intervention is a low-cost, acceptable service warranting further evaluation. (Publisher abstract)
Choosing autism interventions: a research-based guide
- Authors:
- FLEMING Bernard, HURLEY Elisabeth, THE GOTH
- Publisher:
- Pavilion Publishing
- Publication year:
- 2015
- Place of publication:
- Brighton
Provides an accessible evidence-based overview of the most commonly used interventions for children and adults on the autism spectrum. It summarises best clinical practice from the National Institute for Health and Care Excellence (NICE) and gives a set of tools to help evaluate interventions. The guide meets the requirements of the NHS Information Standard and may be of value to people with autism, their parents and carers and professionals alike. (Edited publisher abstract)
Do Social Stories help to decrease disruptive behaviour in children with autistic spectrum disorders? a review of the published literature
- Author:
- RHODES Christine
- Journal article citation:
- Journal of Intellectual Disabilities, 18(1), 2014, pp.35-50.
- Publisher:
- Sage
- Place of publication:
- London
A structured search and identification of themes within the literature regarding the use of Social Stories to decrease disruptive behaviour in children with autistic spectrum disorders is presented. The examination of seven studies showed that the Social Story intervention was successful for the majority of the participants, although the level of success was variable. Overall, Social Stories appear to be an acceptable intervention for use in the classroom, however unplanned verbal prompting by teachers, in some studies, reduced confidence in the effectiveness of Social Stories when used in isolation. An increasing body of literature has indicated that Social Stories are an effective intervention for children diagnosed with autistic spectrum disorders, however very few studies have addressed the efficacy of Social Stories when used with children with other disabilities. (Publisher abstract)
Self-injurious behaviour in children with an intellectual disability
- Authors:
- OLIVER Chris, DAVIES Louise, RICHARDS Caroline
- Publisher:
- Cerebra
- Publication year:
- 2012
- Pagination:
- 28p.
- Place of publication:
- Carmarthen
This briefing has been written to help parents and carers of children with an intellectual disability to understand what self-injury is, what the causes are and which interventions are effective. The briefing focuses on children with profound to moderate intellectual disability, who may also have autism spectrum disorder or a genetic syndrome. For children with mild intellectual disability the causes of self-injury and the most effective interventions may be different. (Publisher abstract)
Science and pseudoscience in developmental disabilities: guidelines for social workers
- Authors:
- THYER Bruce A., PIGNOTTI Monica
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 9(2-3), April 2010, pp.110-129.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Individuals with a developmental disability can now be provided a variety of empirically supported treatments that have been shown to be useful in promoting educational attainments, social and vocational skills, self-care, and in reducing behavioural problems. Unfortunately, a large number of pseudoscientific or bogus therapies continue to be offered to this population and their families. This article reviews the characteristics of pseudoscientific and bogus treatments, and provides several examples of unsupported or harmful interventions offered by contemporary social workers and other human service professionals, to the detriment of people with disabilities. It examines pseudoscientific treatments such as animal-assisted therapies. In conclusion, the authors encourage social workers to identify pseudoscientific interventions and avoid providing these, in favour of using empirically supported treatments.
BILD code of practice for the use of physical interventions: a guide for trainers and commissioners of training
- Author:
- BRITISH INSTITUTE OF LEARNING DISABILITIES
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2006
- Pagination:
- 37p., bibliog.
- Place of publication:
- Kidderminster
- Edition:
- 2nd ed.
Around half of all people with learning disabilities and challenging behaviour are subject to physical interventions. High quality training, to increase staff skills and confidence and reduce injuries among staff and people who use services, is therefore critical. The BILD Code of Practice provides guidance for trainers and commissioners of training who support adults and children with: a learning disability; an autistic spectrum condition; special educational needs; and behavioural, emotional and social difficulties. An important reference document since its first publication in 2001, the Code is based on consultation with the Department of Health, the Department for Education and Employment, the Health and Safety Executive and trainers. It has been revised and updated to take account of developments in the field of behaviour management and includes guidance on: policies, best interest criteria, techniques for physical intervention, and health and safety, and professional conduct
The Ealing Intensive Therapeutic and Short Breaks Service: an update five years on
- Authors:
- DILKS-HOPPER Heather, et al
- Journal article citation:
- Tizard Learning Disability Review, 24(2), 2019, pp.56-63.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present an update on the Ealing Intensive Therapeutic and Short Breaks Service (ITSBS). Design/methodology/approach: The challenges the service has faced are reviewed, including the service’s response to those challenges. Also provided is a more detailed analysis of the outcomes of the service. Findings: The ITSBS continues to succeed in supporting young people with intellectual disabilities and challenging behaviour to stay at home with their families. Originality/value: Despite considerable challenges and adaptations to the model, the ITSBS is still achieving successful outcomes for vulnerable young people and is considered nationally to be a best-practice model. Few prior articles have provided an account of how innovative service models are maintained and evolve over time. (Edited publisher abstract)
A life without fear? A call for collective action against learning disability hate crime
- Authors:
- SIMMONDS R., et al
- Publisher:
- Mental Health Foundation
- Publication year:
- 2018
- Pagination:
- 44
- Place of publication:
- London
This report highlights the serious under-reporting of learning disability hate crime and identifies examples of good practice to prevent and tackle learning disability hate crime. It reports on the results of a scoping survey and mapping of schemes addressing learning disability hate crime across the UK. The survey identified schemes which were: providing awareness raising, providing support to people with learning disabilities in a community setting, offering advocacy to learning disability hate crime victims and providing training for staff and other organisations. The report provides good practice examples which cover the areas of: feeling safe in the community, feeling safe at home, and feeling safe to report incidents of hate crime. The research involved an ‘experts by experience’ reference group throughout the project which helped design the surveys, conduct interviews, and also shared their own experiences of hate crime. The report concludes by providing recommendations for government, the police and local authorities to influence change in policy and addressing learning disability hate crime. (Edited publisher abstract)