Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 8 of 8
Closure of the Challinor Centre ll: an extended report on 95 individuals after 12 months of community living
- Authors:
- YOUNG Louise, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(1), March 2001, pp.51-66.
- Publisher:
- Taylor and Francis
As part of an institutional closure programme, 95 individuals with an intellectual disability were relocated to community-based group homes. Each individual was assessed 6 months prior to the relocation and then again after 1, 6, and 12 months of community living. Assessments involved ratings of adaptive and maladaptive behaviour, choice-making, and life circumstances. The group means comparing institution to community ratings showed improvements in adaptive functioning but no significant change in maladaptive behaviour. There were also improvements in life circumstances and increased opportunities for choice-making following relocation to the community. These outcomes suggest that relocation to the community was associated with a more active and normalised lifestyle than experienced in the institutional setting.
Evaluating a staff training program on the interaction between staff and people with intellectual disability and challenging behaviour: an observational study
- Authors:
- EMBREGTS Petri J.C.M., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(2), 2019, pp.131-138.
- Publisher:
- Taylor and Francis
Background: The aim of this study was to evaluate the effects of a training program focusing on improvement of emotional intelligence (EI) and support staffs’ awareness of their behaviour towards people with an intellectual disability based on interactional patterns. The support provided regarding the needs for autonomy, relatedness, and competence was observed in line with self-determination theory (SDT). Method: A pre-test–post-test control group design (N = 29) was used, with 17 support staff participating in the experimental group. For both groups, video recordings of interactions between staff and clients were analysed with an SDT-observation system. Results: The results showed that a training program focusing on EI and interactional patterns positively affected the support provided by staff with regard to clients’ needs for autonomy, relatedness, and competence. Conclusions: As most EI studies focus on insights and understanding of oneself, this study is an important first step in focusing on staff behaviour during daily interactions. (Edited publisher abstract)
Identifying the extent of challenging behaviour in adult learning disability services
- Authors:
- HAYDEN Carol, STEVENS Martin
- Journal article citation:
- British Journal of Social Work, 34(6), September 2004, pp.811-829.
- Publisher:
- Oxford University Press
This article presents one part of the findings of an ongoing study that set out to investigate and explain the extent of challenging behaviour in twenty-one social service run day and residential services in one large county authority in England. This part of the study reports on staff perceptions of problematic behaviour from service users. It uses staff reports of levels of problematic behaviour as indicative of potentially challenging behaviour. The study uses an adapted version of an established instrument, the BPI (Behaviour Problems Inventory), as a survey tool completed by staff for all service users in a one-month period (January 2000). The findings of this exercise are based on 1,390 service users, near to a census at the time of the survey. The study shows ‘non-compliance’ to be the most problematic and prevalent behaviour from the point of view of staff. Overall the research illustrates a split between the majority of service users who present staff with problematic behaviour in a relatively minor to moderate way and a small group of individuals (less than 2 per cent) who present much more extreme behaviour. Brief reference is made to other data collected in the study when it helps in the interpretation of the behaviour patterns identified by the BPI.
Behaviourial outcomes of deinstitutionalisation for people with intellectual disability: a review of US studies conducted between 1980 and 1999
- Authors:
- KIM Shannon, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(1), March 2001, pp.35-50.
- Publisher:
- Taylor and Francis
Ten years ago, the authors published a summary of all US studies published between 1976 and 1988, inclusive, that measured behavioural outcomes associated with the movement of people with mental retardation from public institutions to community residential settings. Those studies found with remarkable consistency that positive adaptive behaviour changes were associated with people moving from institutions to community homes. Now, the authors revisit this topic to examine whether research conducted since 1988 has continued to support these earlier findings. As in the earlier review, almost all of the reviewed studies found statistically significant increases in overall adaptive behaviour scores associated with deinstitutionalisation. Three studies published since 1990 reported statistically significant improvements in challenging behaviour associated with movement to the community, and nine reported no significant differences in challenging behaviour for persons who moved compared with persons who remained in institutions.
Social work assessment of adaptive functioning using the Vineland Adaptive Behavior Scales: issues of reliability and validity
- Authors:
- CABRERA Peter M., GRIMES-GAA Lucienne, THYER Bruce A.
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 2(4), 1999, pp.33-50.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The assessment of client adaptive functioning is often an important component of a comprehensive social work evaluation. The Vineland Adaptive Behaviour Scales (VABS) are the most commonly used quantitative measures of adaptive functioning for clients meeting the criteria for a wider range of disorders in the USA. Reviews the development of the VABS and current knowledge pertaining to the instrument's reliability and validity. Concludes that the ability to administer and interpret the VABS is an important skill for clinical social workers to acquire.
Group and individual cognitive behavioural interventions for anger
- Authors:
- ROSE John, ROSE David
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.45-50.
- Publisher:
- Emerald
There is growing evidence for the positive effect of anger treatment programmes, which aim to reduce aggression in people with learning disabilities. Provided in both group and individual formats, the differential efficacy of these approaches has yet to be assessed. This paper studies 62 individuals with learning disabilities and inappropriately expressed anger, and these individual were assigned to either group or individual treatment or a waiting list control, depending on the availability of treatment options – 23 participants completed group treatment, 18 received individual treatment, and 21 were included in a waiting list control group. Assessed both before and after treatment using anger provocation inventory, the participant’s results are examined by the authors. Improvements were found in the scores obtained from the anger inventory for both group and individual treatments, compared to the control group, using statistical analysis. There was no particular difference between the group treatments or individual treatments. These results, replicating previous findings, suggest that both group and individual cognitive behavioural interventions are effective treatment options for people with learning disabilities, but do not support either method of delivery in preference to the other. Limitations of the data are also discussed by the authors.
Single case experimental evaluations of psychodynamic and cognitive-behavioural psychotherapy: examples of methods and outcomes
- Authors:
- KELLET Stephen, et al
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.36-44.
- Publisher:
- Emerald
Single case experimental design (SCED) is a well established tradition in evaluating the effectiveness of behavioural interventions for people with learning difficulties and behavioural problems. However, the use of SCED is severely hampered once the focus is shifted to other psychological modalities such as psychodynamic psychotherapy, or differing presenting problems such as interpersonal problems. This paper examines the application of single case experimental design methodologies in the evaluation of treatment for three particular clients. Case one describes the psychodynamic psychotherapy of hypochondriasis in an A/B design. Case two describes the psychodynamic psychotherapy of ambulophobia in an A/B design. Case three describes a cognitive-behavioural therapy of anger and aggression in a shifting criterion design. Statistical analysis of the data shows the hypochondriasis and anger cases responded to treatment, whereas the ambulophobia case shows a degree of deterioration during the intervention. Discussing each case in turn, the strengths and weaknesses of the methodologies are explained, and the relative merits of SCED in accruing evidence in the evaluation of the plethora of psychological modalities are now being made available to clients with learning disabilities.
Effects of intellectual functioning on cognitive behavioural anger treatment for adults with learning disabilities in secure settings
- Authors:
- TAYLOR John, NOVACO Raymond W., JOHNSON Lucy
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.51-56.
- Publisher:
- Emerald
In both community and secure settings, anger has been shown to be associated with aggression and violence in adults with learning disabilities. Although evidence has shown that cognitive behavioural anger treatment can be effective in reducing the assessed levels of anger in these patients, it has been suggested that the effectiveness of these interventions is significantly affected by an individual’s verbal ability. This service evaluation study of 83 offenders with learning disabilities who received cognitive behavioural anger treatment, examines the pre-treatment, post-treatment and 12 month follow-up assessment in order to investigate whether participants responsiveness to a treatment was a function of measured verbal IQ. Overall, the results indicated that the effectiveness of anger treatment was not the result of higher verbal ability, as reflected in verbal IQ scores. The authors conclude that cognitive behavioural therapy for anger control problems can be effective for both men and women with moderate, mild and borderline levels of intellectual functioning and forensic histories, and that the positive outcomes are maintained, and even increase, at the 12 month follow-up.