Search results for ‘Subject term:"learning disabilities"’ Sort:
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- Authors:
- RAMCHARAN Paul, McCLIMENS Alex, ROBERTS Bronwen
- Journal article citation:
- Community Care, 22.06.06, 2006, pp.34-35.
- Publisher:
- Reed Business Information
Community care, as it affects individuals labelled with learning difficulties, offers a chance of inclusion within mainstream society. More recently, the government's policy on antisocial behaviour orders threatens to encroach on ideas of tolerance, acceptance and diversity. The authors discuss the potential effects on people with learning difficulties.
The nature and rate of behaviour that challenges in individuals with intellectual disabilities who have hearing impairments/deafness (a longitudinal prospective cohort survey)
- Authors:
- BUSKERMOLEN Willem Meindert, HOEKMAN Joop, ALDENKAMP Albert Pierre
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.32-38.
- Publisher:
- Wiley
Background: In this article, the authors describe a study of the prevalence of behaviour that challenges and which internal factors are related to behaviour that challenges in 21 people (fourteen are male, seven are female, varying in age from 12.4 to 42 years; mean 26.6, SD 7.27) with intellectual disabilities who have hearing impairments. Materials and Methods: Data were obtained by recording behaviour on a daily basis during one year using the ‘Individual Behaviour Observation and Rating Scale’ that was developed especially for this study. Results: It was found that 100% of the participants in this study showed behaviour that challenges, although this was not observed every day in each participant. Prevalence rates during a year varied from 1.8% to 77.3%. On average, the prevalence rate was 28.9%. The auhtors found a significantly negative correlation between behaviour that challenges and delay of communication as well as the level of social independence. They also found that in people with autism spectrum disorder, the prevalence of behaviour that challenges was significantly higher than in people without autism spectrum disorder. The level of intellectual disability as well as the level of hearing impairments was not related to the prevalence of behaviour that challenges. Conclusion: Because there are several patterns of increasing and decreasing behaviour that challenges throughout the day, it is not possible to draw one conclusion on this issue for the whole group. However, where certain individual patterns can be recognised, it is possible to make individual plans for the clients. This could mean an improvement in daily care and as a result an improvement in the quality of life for people with intellectual disability who have hearing impairments. Implications for clinical practice are discussed. (Edited publisher abstract)
Learning from partnership review: Child D
- Author:
- READING LOCAL SAFEGUARDING BOARD
- Publisher:
- Reading Local Safeguarding Children Board
- Publication year:
- 2014
- Pagination:
- 2
- Place of publication:
- Reading
This partnership review focuses on concerns of sexual abuse that had remained hidden for several years in a child with learning disabilities who was emotionally and behaviourally vulnerable. Child D, a 14 years old girl, was referred to Reading Children Services following an allegation of sexual abuse. Child D then became a looked after child, was admitted to an inpatient setting and received a range of services before being placed in foster care. This partnership review focuses The review explored whether the right support was offered to Child D during her health care, schooling and parenting that could have avoided intervention close to adulthood. Learning points include: the importance of behavioural clues that could alert adults to possible abuse; using the multi-agency safeguarding planning process to addressing cooperation with non-engaging families and young people. Strengths, weaknesses and areas for improvement are also identified. (Edited 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)
Specific disorders and your child's behaviour: a parent's guide to behavioural phenotypes
- Authors:
- BARNETT Diane, TURK Jeremy
- Publisher:
- Contact a Family
- Publication year:
- 2003
- Pagination:
- 8p.
- Place of publication:
- London
'Behavioural phenotype' is a medical term which describes behaviour associated with specific disorders, particularly those which lead to learning disabilities. These disorders may result from a genetic or other biological cause e.g. an infection early in life. These behaviours may include: common challenging behaviours: emotional and temperamental tendencies; learning disability; and increased likelihood of psychiatric and psychological difficulties. Knowing the cause of the child's condition and the reason for his or her behaviour can be helpful. Sometimes, a pattern of behaviour may be suggestive of the presence of an underlying genetic cause. Not all behavioural difficulties originate in a genetic disorder. They may have other causes such as family stresses and relationships, conduct disorders and oppositional defiant disorder.
Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS—LD)
- Authors:
- ASHOK Roy, et al
- Journal article citation:
- British Journal of Psychiatry, 180, January 2002, pp.61-66.
- Publisher:
- Cambridge University Press
Frequent impaired social functioning, problems with communication and associated physical conditions meant that a bespoke instrument was needed for people with learning disabilities. This article describes the development of the Health of the Nation Outcomes Scales for People with Learning Disabilities (HoNOS—LD).
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)
Learning difficulties: future challenges
- Author:
- GOSWAMI Usha
- Publisher:
- Great Britain. Government Office for Science
- Publication year:
- 2008
- Pagination:
- 69p., bibliog.
- Place of publication:
- London
The aim of the Foresight Project on Mental Capital and Wellbeing is to advise the Government on how to achieve the best possible mental development and mental wellbeing for everyone in the UK in the future. This report draws together the findings for “Learning difficulties” and identifies key challenges for the future. The report: considers the prevalence of common learning difficulties in children and assesses their impact though the lifecourse; introduces six important factors that affect the development of an individual’s mental capital and wellbeing (sensory processing; cognition; social cognition; executive function; emotional/motivational processing; and self-concept); the final chapter looks ahead to the next 20 years and considers important factors that will affect the prevalence of and impact of learning disabilities. The report is intended for policy makers and a wide range of professionals and researchers whose interests relate to childhood development and learning difficulties.
Long-term affective disorder in people with mild learning disability
- Authors:
- RICHARDS Marcus, et al
- Journal article citation:
- British Journal of Psychiatry, 179, December 2001, pp.523-527.
- Publisher:
- Cambridge University Press
This study aimed to determine risk of affective disorder in those classified with mild learning disability in the British 1946 birth cohort and to investigate whether this risk was accounted for by disadvantage in childhood and adulthood. Showed that learning disability was associated with a fourfold increase in risk of affective disorder, not accounted for by social and material disadvantage or by medical disorder.