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A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities
- Authors:
- CHADWICK Darren D., JOLIFFE Jane
- Journal article citation:
- British Journal of Learning Disabilities, 37(1), March 2009, pp.34-42.
- Publisher:
- Wiley
To contribute to increasing the quality and quantity of communication between staff and adults with intellectual disabilities, training was undertaken to enhance the awareness and knowledge of signing as a method of communication. Multidisciplinary team members, residential and day centre staff were trained to use 20 core signs. Training methods employed included: a training session; a training video; and a training card showing the 20 signs. Caregiver knowledge of the 20 signs was assessed between 6 and 12 months following implementation of the training. Information was also collected about the level of exposure to each of the training methods, and about staff perceptions of the usefulness and effectiveness of the different training types. Training was considered effective by staff, especially the formal training. Trained staff were significantly more accurate at signing, although this knowledge and capability did not often translate into everyday use of signs.
Communication - getting it right
- Author:
- BAMFORTH Tony
- Journal article citation:
- Community Living, 21(2), 2007, pp.18-20.
- Publisher:
- Hexagon Publishing
The author discusses the quality of communication with people with learning and communication difficulties in their own home. The article draws on research findings which involved conducting interviews with family carers and support workers. The research produced some useful insights into what is involved in 'getting it right'.
Communication supports in residential services for people with an intellectual disability
- Authors:
- DALTON Caroline, SWEENEY John
- Journal article citation:
- British Journal of Learning Disabilities, 41(1), 2013, pp.22-30.
- Publisher:
- Wiley
This study explores front-line support staff knowledge and perceptions of how people with intellectual disability residing in residential services are supported to communicate effectively. It aimed to discover whether staff had the knowledge and skills to communicate effectively with service users and means by which front-line staff ensured the rights of service users to communicate were upheld. Participants (n = 138) drawn from a voluntary organisation in Southern Ireland completed a self-report questionnaire. Participants were made up of staff nurses, care staff and some nurse managers. Staff worked in large residential settings, group home settings, day community hostels, with the smallest number working in semi-independent settings. Support staff recognise that facilitating people with an intellectual disability to communicate is an important part of their role. Support staff indicate that when the importance of supporting communication is recognised and prioritised, it has a marked impact on the quality of life of people availing of residential services. However, front-line staff indicate that they do not always have the knowledge or resources to provide such supports. Lack of specialist support services such as speech and language therapists is identified as a constraint. It is suggested that an organization-wide commitment is required across front-line services to ensure that the right of people with an intellectual disability to communicate is upheld. (Edited publisher abstract)