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Eliciting proto-imperatives and proto-declaratives in children with intellectual disabilities
- Authors:
- VANDEREET Joke, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(2), March 2010, pp.154-166.
- Publisher:
- Wiley
Whilst structured elicitation tasks are known to be efficient means to sample communication in children with intellectual disabilities, their validity and reliability require evaluation. The aims of this study were: to evaluate the eliciting potential; to examine the utterance forms of proto-imperative and proto-declarative intentions; and to evaluate the reliability of two high-structured elicitation tasks. Twenty-eight children with intellectual disabilities (all having severe problems acquiring symbolic language skills) participated in a standard assessment battery, consisting of a formal language assessment, a parent questionnaire, and elicitation tasks for both proto-imperatives proto-declaratives. These tasks elicited significantly more proto-imperatives than proto-declaratives, with proto-imperatives being predominantly expressed with gestures and proto-declaratives predominantly with vocalisations. Medium to large correlations were found between the elicitation tasks and the other communication and language instruments. The authors concluded that while several factors need to be considered to account for the observed differences in frequency and utterance forms of the elicited proto-imperatives versus proto-declaratives, nevertheless, the overall results suggest that the elicitation tasks for proto-imperatives and proto-declaratives can be reliably used in children with intellectual disabilities.
Communication and consultation with children and young people with learning disabilities: Bridges Resource Centre
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 3p.
- Place of publication:
- Manchester
A description of good practice from the Bridges Resource Centre, a respite care centre near Wokingham, which demonstrates flexible and effective approaches in relation to communicating and consulting with children and young people with learning disabilities and a complex mixture of communication difficulties. A recent extension of the centre prompted the consultation to ensure the children and young people were able to have their say.
Fostering social engagement in Romanian children with communicative impairments: the experiences of newly trained practitioners of Intensive Interaction
- Author:
- ZEEDYK Suzanne
- Journal article citation:
- British Journal of Learning Disabilities, 37(3), September 2009, pp.186-196.
- Publisher:
- Wiley
The experiences of practitioners using an interactive intervention as a means of promoting social engagement for individuals with communicative impairments is examined. Written reflections provided by 12 newly trained practitioners (young people working as volunteers for a two week period) were analysed. A thematic analysis indicated that one hour's training in Intensive Interaction was sufficient for (i) enabling trainees to identify key changes in children's engagement (e.g. increased attention to partner, decreased distress) and (ii) strengthening trainees' sense of connection to the children. If such brief training sessions are effective in improving communicative interactions, this offers benefits to health and education service providers seeking to implement communicative intervention programmes. While interactive approaches have potential in all regions, they may be particularly valuable in countries such as Romania, which face monumental financial challenges in improving standards of childcare.
Maternal self-efficacy and maternal perception of child language competence in pre-school children with a communication disability
- Authors:
- HARTY M., ALANT E., UYS C. J. E.
- Journal article citation:
- Child: Care, Health and Development, 33(2), March 2007, pp.144-154.
- Publisher:
- Wiley
The aim of this study was to describe maternal self-efficacy beliefs within the parenting domain and maternal ratings of pre-school children's language abilities, where the child has a communication disability. The association between these two constructs was also investigated. Twenty-five mothers completed a questionnaire consisting of two subsections: parental self-efficacy and maternal rating of child language ability. Convenience sampling was used, and mothers with children attending four special-education schools in the Pretoria area consented to participate in the study. The results revealed that mothers generally had high self-efficacy beliefs within certain parenting roles, in spite of the fact that their child has a communication disability. The lowest competence was reported in discipline and teaching roles. In addition, mothers' reports of patterns of child ability correlated with what has been written in the literature. Correlation statistics generally revealed weak association between the constructs, with the strongest association between the parental domain of discipline and maternal reports of their child's receptive language abilities. Possible reasons for the weak correlation values are proposed. These include factors that may alter the way parents of children with disabilities construct and maintain self-efficacy beliefs; as well as the fact that the two sections of the questionnaire measure maternal appraisals at two very different levels (objective observations and evaluative self-regulatory processes).
Contemporary advocacy: providing advocacy for young people with verbal and communication difficulties
- Authors:
- BOYLAN Jane, DALRYMPLE Jane, STARLIING Ros
- Journal article citation:
- Childright, 225, April 2006, pp.28-31.
- Publisher:
- Children's Legal Centre
This article looks at Xpress, a well established advocacy service in East Sussex which provides advocacy for children and young people between the ages of eight and 21 years old. These children are either 'looked after' by a local authority or have left care, or have a learning or physical disability or a mental health difficulty. Many of the children have serious difficulties communicating verbally.
A pilot investigation of a parenting intervention for parents and children with neurodevelopmental disorders (NDD)
- Authors:
- FITZPATRICK Madeleine, McCRUDDEN Eunan, KIRBY Karen
- Journal article citation:
- Child Care in Practice, 25(2), 2019, pp.129-145.
- Publisher:
- Taylor and Francis
Purpose: Research is only beginning to address the extent to which evidence-based parenting programmes have utility and merit within populations of children and families with neurodevelopmental disorders (NDD). The purpose of this paper is to evaluate a parent-focused intervention for families who have a child with a NDD and investigate whether this type of intervention could improve parental self-efficacy; child behaviour, and child quality of life (QoL). Design/methodology/approach: In total five families caring for a child with a NDD participated in an evidenced-based parenting programme. A repeated measures design was employed to measure parental self-efficacy levels, child behaviour and child QoL. Glass’s delta was used to measure effect sizes. Findings: Clinically significant improvements from pre to post-intervention were noted in seven of the eight parenting domains and seven of the ten child behaviour domains assessed, with medium to large effect sizes reported. Research limitations/implications: It was anticipated that children would benefit indirectly through the intervention, however this was not supported. Practical implications: This research adds to the evidence base on the potential for parent-focused interventions within NDD. Originality/value: These findings support the potential effectiveness of parenting programmes in NDD populations. (Edited publisher abstract)
Communicating with children and young people with speech, language and communication needs and/or developmental delay: frontline briefing
- Author:
- SHAW Pamela
- Publisher:
- Research in Practice
- Publication year:
- 2016
- Pagination:
- 20
- Place of publication:
- Dartington
This resource supports frontline practitioners undertaking assessment with children and young people with speech, language and communication needs and/or developmental delay. It highlights the importance of listening to their views, wishes and feelings in order to carry out effective assessments. The resource is relevant for those undertaking assessments in the context of safeguarding and child protection concerns or assessing needs more generally. It also contains guidance on how to work with adolescents to consider appropriate risk enablement. (Edited publisher abstract)
Involving children with learning and communication difficulties: the perspectives of teachers, speech and language therapists and teaching assistants
- Authors:
- FEILER Anthony, WATSON Debby
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.113-120.
- Publisher:
- Wiley
Recent policy initiatives in the United Kingdom have highlighted the importance of hearing the child’s voice. Policy has also focused on improving services for children and young people who experience communication difficulties. Professionals who support these children need to work effectively together to enable this to happen. This study examined the perspectives of teachers, speech and language therapists and teaching assistants on involving children with severe learning and communication difficulties in decision-making at school. Semi-structured interviews were conducted at 2 special schools in England with 2 head teachers, 1 deputy head teacher, 3 speech and language therapists, 4 teachers, and 6 teaching assistants. Key findings are discussed, and these are presented under 3 main themes: child-focused issues; professional practice; and variation in perspective according to professional role. Involving children with severe learning and communication difficulties in decision-making was embraced as a key priority by most of the staff who participated. The discussion explores the links between these findings and the research and policy literature and considers the need for professional development opportunities that enhance effective teamwork.
Working with children with learning disabilities and/or who communicate non-verbally: research experiences and their implications for social work education, increased participation and social inclusion
- Authors:
- MITCHELL Wendy, et al
- Journal article citation:
- Social Work Education (The International Journal), 28(3), April 2009, pp.309-324.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
UK based evidence suggests that disabled children's participation lags behind that of their non-disabled peers, often due to social work practitioners' lack of skills, expertise and knowledge on how to facilitate participation. The exclusion of disabled children from decision-making in social care processes echoes their exclusion from participation in society. This paper seeks to begin to address this situation, and to provide some examples of tools that social work educators can introduce into pre- and post-qualifying training programmes, as well as in-service training. The paper draws on the experiences of researchers using non-traditional qualitative research methods, especially non-verbal methods, and describes two research projects; focusing on the methods employed to communicate with and involve disabled children, the barriers encountered and lessons learnt. Some of the ways in which these methods of communication can inform social work education are explored alongside wider issues of how and if increased communication can facilitate greater social inclusion.
Ascertaining the prevalence of childhood disability
- Authors:
- HUTCHINSON T., GORDON D.
- Journal article citation:
- Child: Care, Health and Development, 31(1), January 2005, pp.99-107.
- Publisher:
- Wiley
The aim was to reapply 1985 Office of Population Census and Surveys (OPCS) disability survey methods, modified as necessary, to a sample of children to ascertain presence of disability, and then compare OPCS-based prevalence with prevalence based on carer's views and medical records. Medical records of 46% contained a diagnosis. Carers were always aware of this, although a single question did not always elicit their knowledge. OPCS-derived threshold disability criteria in categories of Hand function, Personal care, Consciousness and Continence gave prevalence results similar to medical records and carers. OPCS criteria yielded higher prevalence of disability in the areas of Locomotion (8%), Communication (14%) and Hearing (18%). Carers, OPCS and medical records disagreed markedly about prevalence of disabilities of Vision, probably because of the use of differing definitions. OPCS learning criteria were judged unsuitable and standard attainment targets (SATs) were substituted. These provided similar prevalence figures to carers and medical records. OPCS behaviour criteria were also unsuitable and were replaced by the General Health and Behaviour Questionnaire (GHBQ). This found an increased prevalence of problems compared with carers and doctors. Diagnostic labels have limited use when collecting data about disabled children. Doubt is cast on the validity of some of the 1985 OPCS threshold criteria, and reassessment is suggested before their future use. Further work is needed on the use of SATs and GHBQ in the benchmarking of disability. To collect population data it would be easier and at least equally effective (with caution in the case of Vision) to ask carers directly rather than applying descriptive thresholds and external judgements. Similar information could be obtained from medical records, however, they are likely to be out of date.