Search results for ‘Subject term:"learning disabilities"’ Sort:
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Paid support workers for adults with intellectual disabilities: their current knowledge of hearing loss and future training needs
- Authors:
- McSHEA Lynzee, FULTON John, HAYES Catherine
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(5), 2016, pp.422-432.
- Publisher:
- Wiley
Background: People with intellectual disabilities are more likely to have hearing loss than the general population. For those unable to self-advocate, the responsibility of detection and management falls to their caregivers. Methods: This is the first cycle of a project using action research methodology to improve services. Twenty care workers were interviewed to understand their knowledge of hearing loss and hearing aids. Themes were generated using thematic analysis. Findings: This group was better qualified than their peers but received minimal training in hearing loss. They were unable to accurately estimate expected prevalence and had a negative perception of hearing aids. Only 7% of service users were known to have hearing loss. Conclusions: Current training is not sufficient to provide the skills for detection and management of hearing problems. This group had clear ideas on methods of learning. Working in collaboration is necessary to achieve long-term change to practice. (Publisher abstract)
Can active support improve job satisfaction?
- Authors:
- Rhodes Jennifer A., TOOGOOD Sandy
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.54-60.
- Publisher:
- Emerald
Purpose: Active support (AS) influences the way staff support people with intellectual disabilities to take part in everyday activities. Changes in work practices may affect job satisfaction. The impact of AS on job satisfaction has not, however, been widely studied. Job satisfaction is linked with levels of staff turnover and the overall quality of services provided to people with intellectual disabilities (Coomber & Barriball, 2007; Hatton et al., 2001). The purpose of this paper is to describe an evaluation of job satisfaction amongst 38 direct care staff working in intellectual disability services before and after AS was implemented. Design/methodology/approach: A single group, repeated-measures design was used. In total, 38 members of direct care staff received AS training. Data on job satisfaction were collected before, and after, AS was implemented. In total, 19 members of staff took part in a follow-up 12 weeks later. Findings: There was a significant increase in reported job satisfaction following the implementation of AS. Subscale analysis revealed that the most significant increases in job satisfaction were related to areas directly targeted by AS, including satisfaction with skill level and satisfaction with amount of time spent with service users. Originality/value: Implementing AS may provide an added benefit for direct care staff, who feel more satisfied at work. While a significant number of papers have been published focusing on the benefits of AS, no papers have specifically looked at the impact that the intervention can have on job satisfaction. (Publisher abstract)
The effect of diagnostic label on care staff's perceptions of cause of challenging behaviour in individuals with learning disabilities
- Authors:
- GIFFORD Clive, KNOTT Fiona
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.322-328.
- Publisher:
- Wiley
Background: This study investigated whether care staff's causal attributions and emotional reactions to the challenging behaviour displayed by service users were influenced by the service user's diagnostic label. Materials and Method: One hundred and twenty care staff were randomly allocated to one of three conditions. Participants viewed a video of a senior staff member describing a service user, varying only in diagnostic label (autism, learning disability or Down syndrome). Participants then rated their endorsement of possible causes and emotional reactions to challenging behaviour. Results: Participants in the autism and Down syndrome groups made more use of biomedical causes and less use of learned behaviour as an explanation for challenging behaviour than those in the learning disabilities group. Those in the former groups reported more positive and fewer negative emotions than those in the learning disabilities group. Conclusions: The way staff viewed people with learning disabilities was affected by their diagnostic label. Implications for further research and training have been discussed. (Edited publisher abstract)
A review of research on direct-care staff data collection regarding the severity and function of challenging behavior in individuals with intellectual and developmental disabilities
- Authors:
- MADSEN Emily K., PECK Janelle A., VALDOVINOS Maria G.
- Journal article citation:
- Journal of Intellectual Disabilities, 20(3), 2016, pp.296-306.
- Publisher:
- Sage
- Place of publication:
- London
In working with individuals with intellectual and developmental disabilities (IDDs), it is direct care staff who are often required to collect data on individuals’ behaviour which is used as the basis for implementation of empirically based approaches for intervention and treatment. Due to limited resources, indirect and descriptive measures of challenging behaviours are employed to analyse the function of individuals’ behaviours in place of the preferred method of multimodal assessment, which includes experimental functional analysis. To ensure the most effective services and support to individuals with IDDs, accurate and consistent data collection is critical. This article highlights the importance of accurate data collection practices, conduct a comparison of data collection methods, and discuss limitations and barriers for staff. The article concludes with recommendations for best practices and future research. (Edited publisher abstract)
Perspectives of US direct care workers on the grief process of persons with intellectual and developmental disabilities: implications for practice
- Authors:
- GRAY Jennifer A., ABENDROTH Maryann
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(5), 2016, pp.468-480.
- Publisher:
- Wiley
Background: The study explored the grief process of persons with intellectual and developmental disabilities (PWIDDs) as perceived by direct care workers (DCWs) and how such workers can guide and support PWIDDs experiencing grief. Materials and Methods: A thematic analysis approach was used to examine data from nine focus groups with 60 DCWs from five community-based organizations. Results: Findings were supported in the context of seminal grief and bereavement theories. Three themes (i.e. reactions to loss, processing the loss and incorporating the loss) and related subthemes emerged from the data. Conclusions: PWIDDs are susceptible to traumatic grief, and DCWs are often key witnesses to such experiences. DCWs’ perspectives can guide the development of grief and bereavement training which can lead to more tailored support systems. (Publisher abstract)
Direct support professionals and reversed integration of people with intellectual disabilities: impact of attitudes, perceived social norms, and meta-evaluations
- Authors:
- VENEMA Eleonora, OTTEN Sabine, VALSKAMP Carla
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(1), 2016, pp.41-49.
- Publisher:
- Wiley
Direct support professionals (DSPs) play an important role in the process of integration of people with intellectual disabilities. Nevertheless, little is currently known about what determines the level of effort exerted by DSPs to enable the social integration of their clients. The aim of this study was to investigate three different psychological determinants (attitudes, social norms, and meta-evaluations) of the behavioural intentions of DSPs to facilitate the social integration of their clients. Semi-structured interviews were conducted with 28 DSPs working in a setting of 'reversed integration,' as well as 25 family members and 25 neighbours. The DSPs’ perceived social norms and meta-evaluations of neighbours and family members were compared with their actual social norms and evaluations. The authors found that half of the DSPs interviewed were positive about integration, whereas the other half were negative or neutral. Concerning social norms, the DSPs expect neighbours to have neutral attitudes toward the integration of people with intellectual disabilities, while in reality the neighbours are very positive. More than half of the DSPs were uncertain about the family members’ opinions about integration. Asking the family members themselves, there was some variation in their attitudes toward integration. Regarding the meta-evaluation, DSPs had a realistic idea about how their work would be evaluated by family members and neighbours; both groups were positive. It is evident that this group of DSPs had an overly negative idea of neighbours' opinions about integration and contact with people with intellectual disabilities. Creating awareness of a supportive social norm in the neighbourhood could help and encourage DSPs to strive for social contact between their clients and neighbours. (Edited publisher abstract)
The role of support staff as people move from congregated settings to group homes and personalized arrangements in Ireland
- Authors:
- IRIARTE Edurne Garcia, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 20(2), 2016, pp.152-164.
- Publisher:
- Sage
- Place of publication:
- London
The movement of people with intellectual disabilities into the community is increasingly endorsed by public policy. Whilst staff are critical to a successful transition to the community, there is only scattered research on their role in supporting people to move. In this study, 32 staff and the 16 people with intellectual disabilities they supported to move from congregated settings to group homes or personalised living arrangements in the community were interviewed on two occasions, before (time 1) and after (time 2) the move. In congregated settings, staff steered the move to community living, they helped them to settle in community group homes and supported them to increase control over their lives in personalised community arrangements, where they support became increasingly more personalised and geared towards community participation and development of social relationships. Implications for staff training are drawn. (Edited publisher abstract)