Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning to listen: positive approaches and people with difficult behaviour
- Author:
- LOVETT Herbert
- Publisher:
- Jessica Kingsley
- Publication year:
- 1996
- Pagination:
- 287p.,bibliogs.
- Place of publication:
- London
Offers alternative models of service to professionals working with people with learning difficulties who also present difficult behaviour. Uses case studies to illustrate a more interactive approach to caring, taking the views of both the user and the carer into consideration. Shows that by building an atmosphere of mutual trust and respect many of the more unpleasant techniques for dealing with difficult behaviour can be avoided.
The development of a semi-structured interview to investigate the attachment-related experiences of adults with learning disabilities
- Authors:
- SMITH Patricia, McCARTHY Gerard
- Journal article citation:
- British Journal of Learning Disabilities, 24(4), 1996, pp.154-160.
- Publisher:
- Wiley
A procedure was developed by which the attachment-related experiences of adults with learning disabilities could be explored and the reliability and construct validity of the measure were investigated. Subjects with mild to severe learning disabilities were interviewed using a semi-structured interview and a third of the subjects were interviewed again three months later. To examine the convergent and discriminant validity of the measure, the relationship between it and measures of self-esteem, independence and general intelligence was investigated. The reliability of the procedure was found to be high over time and, as predicted, it was found to be significantly related to self-esteem and level of independent behaviour in the home. It was not found to be related to general intellectual functioning. Unexpectedly, it was not found to be related to level of independent behaviour outside the home.
Foster parents for persons with mental retardation in Israel: motivation, role perception and their view of the foster person
- Authors:
- RIMMERMAN Arie, DUVDEVANY Ilana
- Journal article citation:
- International Social Work, 39(3), July 1996, pp.329-338.
- Publisher:
- Sage
This study examines two questions: what motivate Israeli mothers to choose the role of foster parents for persons with mental retardation, and how do they see their role, as parental or as non-parental? The population studied comprised 130 foster mothers for persons with mental retardation. The primary findings were that foster mothers' child-related motivation was positively associated to their view of the foster persons' advancement in terms of level of functioning, and that foster parents who viewed their role as parental reported a higher quality of contact with the foster persons. Findings are interpreted in respect to policy and practice.
Putting back the 'E' in 'EDB'
- Author:
- BOWERS Tony
- Journal article citation:
- Emotional and Behavioural Difficulties, 1(1), Spring 1996, pp.8-13.
- Publisher:
- Taylor and Francis
Argues that recent developments in the curriculum and in administrative structures for pupils with special educational needs have tended to marginalise the term 'emotional' or to combine it loosely with 'behavioural'. Looks at the influence of forty years of behavioural psychology on the UK Code of Practice for children with Special Educational Needs (SEN) and related government circulars and suggests an alternative model for conceptualising emotional difficulties. The article suggests that if the term 'emotional' is to be used in statements and IEPs in the future, then appropriate ways of defining, assessing and providing for these will have to be found.
Preschool children with inadequate communication: developmental language disorder, autism, low IQ
- Editor:
- RAPIN Isabelle
- Publisher:
- Cambridge University Press
- Publication year:
- 1996
- Pagination:
- 315p.,tables,bibliogs.
- Place of publication:
- Cambridge
Report of a multidisciplinary research study looking at 500 children with inadequate communication skills, selected with uniform criteria to have developmental language disorder, or low IQ without Autistic features. Data collected includes family, developmental and medical histories, medical and neurological examinations, questionnaires to parents and teachers regarding the children's behaviour and sociability, results of a neuropsychological and language battery, and analysis of spontaneous language and symbolic play skills. Includes the first publication of 2 assessment instruments: the Wing Schedule of Handicaps, Behaviour and Skills and the Wing Autistic Disorder Interview Checklist, both used in the study.
The long-term effects of behavioural residential special education on children with severely challenging behaviours: changes in behaviour skills
- Authors:
- EMERSON Eric, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 9(3), 1996, pp.240-255.
- Publisher:
- Wiley
Information was collected through the retrospective analysis of records and interviews on the characteristics, abilities, challenging behaviours shown and services received by children who attended a behavioural residential special education facility since 1982. Results indicated that, overall, (1) during the mean 2.5 year stay at the facility the children showed significant gains in self-care and communication skills and significant reduction on all indicators of challenging behaviour; (2) that these gains were maintained over the mean 6.5 year follow-up period; but (3) that few additional gains were made during this period. After controlling for initial level of challenging behaviour, greater reductions in challenging behaviour during attendance at the school were observed for children who: prior to entry were living at home; who did not have epilepsy; or who attended the school at a younger age. After leaving school greater improvements were observed by: boys; children who did not have epilepsy; children who were less able; and children who had been followed up for a longer period of time.