Search results for ‘Subject term:"learning disabilities"’ Sort:
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Attitudes to Down's Syndrome: an investigation of attitudes to mental handicap in urban and rural Yorkshire
- Author:
- SINSON Jamie C
- Publisher:
- Mental Health Foundation
- Publication year:
- 1985
- Pagination:
- 52p., tables, diags, bibliog.
- Place of publication:
- London
Investigating spontaneous attributions in mothers of individuals with intellectual disabilities and self-injurious behaviour
- Author:
- DRYSDALE Emma E.
- Journal article citation:
- British Journal of Learning Disabilities, 37(3), September 2009, pp.197-206.
- Publisher:
- Wiley
This Scottish studies recruited thirteen mothers of people with learning disabilities who self-injured. A qualitative design was employed, the data being subjected to thematic analysis. Semi-structured interviews were used to explore the nature and content of their views about self-injurious behaviour (SIB). The mothers' attributions were consistent with dimensions of locus of cause, stability and controllability. They held different, sometimes contradictory views about causes of SIB. Although pessimistic regarding long-term improvement and often uncomfortable with interventions suggested by professionals, some felt able to exercise limited control over their offsprings' SIB. Control was also linked to stress, and a sense of responsibility when there was inadequate support. Sensitive, effective professional support for individuals engaging in SIB requires collaboration with carers, and understanding carers' views and feelings.
Siblings' understanding of learning disability: a longitudinal study
- Author:
- HAMES Annette
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(6), November 2008, pp.491-501.
- Publisher:
- Wiley
There is very little research on how and when siblings understand that they have a brother or sister with a learning disability. Research regarding young children's understanding of intelligence, suggests that they may not develop a clear understanding of ability until about 7 years of age. Through interviewing parents and then siblings, this study followed a group of young siblings from the north-east of England for 12 years, from when they were pre-verbal, until they were aged 12–14 years. Siblings developed an early understanding of learning disability and had clear ideas about the future for them and for their brothers and sisters. Through their personal experiences, siblings are able to develop early understanding of the abstract concept of learning disability, are able to distinguish between disability and illness, and are able to think about the long-term implications of learning disability both for themselves and for their brothers and sisters.
Developmental differences in understanding the causes, controllability and chronicity of disabilities
- Authors:
- SMITH L. A., WILLIAMS J. M.
- Journal article citation:
- Child: Care, Health and Development, 31(4), July 2005, pp.479-488.
- Publisher:
- Wiley
The present study explored typically developing children's (n = 77) understanding of the causes, controllability and chronicity of disabilities. Children in each of four age groups (45 years, 67 years, 910 years and 1112 years) were interviewed to explore their ideas about children with physical disabilities (minor: missing thumb; major: wheel-chair bound), sensory disabilities (blindness and hearing loss), learning disabilities (non-specific and Down syndrome) and emotional/behavioural difficulties (attention deficit hyperactivity disorder and lack of social skills). Significant age differences were found in children's understandings of the causes, controllability and chronicity of disabilities. Furthermore, children showed a greater understanding of salient disabilities. Findings are discussed in terms of developmental changes and the role of experience in shaping children's understanding of disabilities.
“From cause to cure”: a qualitative study on contemporary forms of mother blaming experienced by mothers of young children with autism spectrum disorder
- Authors:
- COURCY Isabelle, DES RIVIERES Catherine
- Journal article citation:
- Journal of Family Social Work, 20(3), 2017, pp.233-250.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In the past, the behaviours and personalities of mothers have been identified as potential causes of autism. More recently, other etiological hypotheses have been used to explain autism spectrum disorder, suggesting that this specific type of mother-blaming is now uncommon. However, some authors have pointed out that mothers are still being held responsible for their children’s condition and behaviours, as they are now expected to extensively promote their children’s development. The present article explores contemporary forms of mother-blaming experienced by thirteen mothers of children with autism spectrum disorder. The results are discussed in relation to the consequences of mother-blaming, such as social isolation and health related problems. It is hoped that this article will encourage social workers and professionals to understand the mothers’ perspectives and to recognise the importance of supporting them without generating or increasing mother-blaming. (Edited publisher abstract)
Attributions of stability, control and responsibility: how parents of children with intellectual disabilities view their child's problematic behaviour and its causes
- Authors:
- JACOBS Myrthe, WOOLFSON Lisa Marks, HUNTER Simon C.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(1), 2016, pp.58-70.
- Publisher:
- Wiley
Background: Children with intellectual disabilities have high rates of behaviour problems. This study explored parents’ causal beliefs and attributions for general problematic child behaviour in children with different aetiologies of intellectual disabilities. Materials and Methods: Ten parents of children with intellectual disabilities participated in interviews about their child's problematic behaviour. Results: Thematic analysis using NVivo revealed that parents viewed their child's problematic behaviour not only as caused by the child's intellectual disabilities but also by other causes unrelated to the intellectual disabilities, as well as by aspects of the social environmental context. Some causes were viewed as stable and uncontrollable and others as unstable and controllable. In addition, parents showed a strong sense of responsibility for child behaviour. Conclusions: Parents of children with intellectual disabilities do not solely interpret their child's problematic behaviour through the intellectual disabilities but incorporate the environment and causes and attributions that are not related to the intellectual disabilities, which may help to promote more effective parenting. (Publisher abstract)
Solicitor's experiences of representing parents with learning disabilities in care proceedings: altering practice and coping with stress
- Authors:
- COX Rachel, EVANS Roger, KROESE Biza Stenfert
- Journal article citation:
- Family Law, 44, July 2014, pp.1017-121.
- Publisher:
- Jordan
In the UK parents with learning disabilities are over represented in public law care proceedings and are at a much higher risk of having their children placed outside the birth family. This article outlines possible reasons for this and the impact on solicitors who represent parents with learning disabilities. (Edited publisher abstract)
Understanding challenging behaviour: perspectives of children and adolescents with a moderate intellectual disability
- Authors:
- BYRNE Alison, HENNESSY Eilis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.317-325.
- Publisher:
- Wiley
The present study examines understanding of challenging behaviour among a sample of children and adolescents with a moderate intellectual disability, and investigates their behavioural intentions towards peers with challenging behaviour. The study involved the collection of quantitative and qualitative data. In the quantitative part of the study participants (n = 39) completed a modified Friendship Activity Scale (FAS) following the presentation of vignettes depicting individuals with challenging and non-challenging behaviour. In the qualitative part of the study, participants (n = 31) took part in a semi-structured interview that sought their views on the causes of the challenging behaviour described in one of the vignettes. Analysis of the data from the FAS indicates that participants have significantly more positive intentions towards a vignette character that does not engage in challenging behaviour. Content analysis of the qualitative data indicates that participants hold a variety of beliefs about the causes of challenging behaviour. Suggestions include the possibility that it is a response to transient emotional states and to external events. The authors conclude that the findings are consistent with the findings of other studies on young people's understanding of and attitudes towards peers with atypical behaviour. The theoretical and clinical implications for young people with intellectual disabilities are discussed.
The causal attributions of teaching staff towards children with intellectual disabilities: a comparison of 'vignettes' depicting challenging behaviour with 'real' incidents of challenging behaviour
- Authors:
- LUCAS Victoria L., COLLINS Suzanne, LANGDON Peter E.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(1), January 2009, pp.1-9.
- Publisher:
- Wiley
Using a repeated measures design, 60 staff working within the East of England with children who have severe intellectual disabilities completed measures of cognition, emotion and helping behaviour in reaction to a 'real' incident of challenging behaviour (CB), and then completed the same measures in reaction to reading a 'vignette', that was matched to the 'real' incident of CB. There was a 2-week interval between the completion of measures in response to the 'real' incident of CB and the 'vignette'. Correlational support was found for Weiner's (1980) cognitive–emotional–action model of helping behaviour for measures completed in reaction to the 'real' incident of CB, regarding attributions of control only, but not for the 'vignette'. There were significant differences between the correlations detected using 'real' incidents of CB in comparison to 'vignettes'. Little evidence was found using both methods to support Weiner's (1979) model of achievement motivation. The results suggest that the relationships between constructs investigated using 'vignettes' is different from that detected when using 'real' incidents of CB, which has implications for psychological research that has used 'vignettes'.
Children with cognitive disabilities in a Swedish educational context: reflections from a case study
- Author:
- ALLODI Mara Westling
- Journal article citation:
- Disability and Society, 22(6), October 2007, pp.639-653.
- Publisher:
- Taylor and Francis
The present study analyses the experience of parents of children with cognitive disabilities attending compulsory school in regular classes or in special units. It relates this experience to the arguments presented by the staff of special education services in a Swedish municipality, their administrative decisions and the organization of special education services. The parents had different standpoints: some defended the existence of special units and the resources available to them, while some fought to have their children accepted in regular classes, while other parents accepted the special units but were critical of certain aspects of their functioning. The situation presented here seems likely to generate conflicts between parents and educational administrators, and even among parents.