Search results for ‘Subject term:"learning disabilities"’ Sort:
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School inclusion of children with intellectual disability: an intervention program
- Authors:
- NOTA Laura, GINEVRA Maria Cristina, SORESI Salvatore
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(4), 2019, pp.439-446.
- Publisher:
- Taylor and Francis
Background: This study evaluated the impact of a structured 10-didactic units intervention on promoting the school inclusion of elementary school students with intellectual disability (ID). Method: The intervention was devised for 152 Italian typically developing (TD) elementary school students that were randomly assigned to the experimental (EG) or to the control (CG) group. Specifically, the research examines the positive and negative social behaviours that took place in naturalistic class settings between TD students and their classmates with ID and the positive and negative peer sociometric nominations that children with ID received from their TD classmates. Results: At post-test, the children with ID included in the classes randomly assigned to the EG, received more positive sociometric nominations and social behaviours than peers with ID of the CG, and adopted more positive behaviours towards TD peers. Conclusions: The study highlighted the potential of the intervention to promote the school inclusion of students with ID. (Edited publisher abstract)
Management of children with attention deficit/hyperactivity disorder and learning disabilities: a survey of paediatric occupational therapists in the United Kingdom
- Author:
- SPILIOTOPOULOU Georgia
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 6(1), April 2009, pp.6-19.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
The aim of this study was to identify the interventions used by paediatric occupational therapists in the United Kingdom with children with attention deficit/hyperactivity disorder (ADHD)and explore the rationale for their use. The purpose was to provide baseline data to inform multidisciplinary team approaches for the management of these children. A survey, based on postal questionnaires, was conducted among 100 paediatric occupational therapists in the United Kingdom. The effective rate of response was 42%. Both qualitative and quantitative data were gathered and analysed. The findings suggested that therapists tended to use more than one method/ approach in the rehabilitation of these children. The sensory integration approach and the perceptual-motor training were more popular among therapists. A variety of other approaches, used on an individual needs basis, were reportedly used. Future studies to test the effectiveness of reported practices with children with both ADHD and LD are recommended.
Professional training in early intervention: a European perspective
- Author:
- PRETIS Manfred
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(1), March 2006, pp.42-48.
- Publisher:
- Wiley
Professional training in early childhood intervention (ECI), particularly additional certificates, degrees, or continuing education, is currently a major topic within European working groups. The complexity of ECI, including medical, pedagogical, psychological, and social involvement, the need for both family- and child-centered work, and the child's young age require professional skills that normally exceed standard professional training in the field. This article focuses on current efforts to define a "common ground" of ECI, focusing on the competencies and skills needed for successful early intervention. Common ground issues focus on personal competencies, the knowledge base, joining the family, individual intervention methods, and team-related activities. The author concludes that there is a strong need for a common professional ground in terms of philosophy, ethics, comparable standards, and evidence-based intervention methods. Recent European efforts have been focusing on this common ground by designing a common "passport on the professional training" in ECI.
The management and treatment of challenging behaviours
- Authors:
- LOWE Kathy, et al
- Journal article citation:
- Tizard Learning Disability Review, 10(2), April 2005, pp.34-37.
- Publisher:
- Emerald
Considers the kinds of treatment available for people with learning disabilities and challenging behaviour. Draws on research data on the use of reactive strategies and behaviour plans for 235 children and adults rated by carers are extremely challenging, and 276 rated as very challenging, to identify any trends in the management and treatment of challenging behaviour. Finds and increase in written plans for adults but not for children, and no information on the extent to which plans are based on sound functional analyses and contain proactive as well as reactive strategies. Only half the plans were said to have been drawn with any support from behavioural specialists, and their was not discernible change in the use of reactive strategies.
Children's learning difficulties: a cognitive approach
- Authors:
- DOCKRELL Julie, McSHANE John
- Publisher:
- Blackwell
- Publication year:
- 1993
- Pagination:
- 253p.,bibliog.
- Place of publication:
- Oxford
Practical text linking the theoretical with the practical. The central theme is the role that cognitive factors play in learning difficulties. Argues that in order both to assess a child's problems and to design successful intervention programmes it is essential to have an understanding of the demands placed on a child's cognitive system and the abilities of that system to deal with these demands. Goes on to describe the skills and abilities required to read, spell, talk and use arithmetic and to show how to assess what missing skills and techniques lie behind learning difficulties. Discusses techniques which can be used to correct and compensate for these problems.
Siblings of learning disabled children: are they special, too?
- Author:
- ATKINS Susan P.
- Journal article citation:
- Child and Adolescent Social Work Journal, 8(6), December 1991, pp.525-533.
- Publisher:
- Springer
Siblings of learning disabled children frequently establish rigidly defined and overdetermined roles in their families, whether that of a super achiever or as the acting out child, and frequently have low self esteem. Implications for prevention and intervention are addressed.
Assessing home dangers and safety precautions : instruments for use
- Author:
- TYMCHUK Alexander J.
- Journal article citation:
- Mental Handicap, 19(1), March 1991, pp.4-10.
- Publisher:
- British Institute of Mental Handicap
Presents a number of instruments for assessing the presence or absence of dangers and safety precautions in the homes of people with mental handicaps, including those caring for their children at home, and the frequency of accidents occurring at home. An intervention programme for teaching people to recognise the importance of these dangers is also described.
Sleep disturbance in children with severe learning difficulties: an examination and an intervention trial
- Authors:
- QUINE Lyn, WADE Kristin
- Publisher:
- University of Kent: Institute of Social and Applied Psychology
- Publication year:
- 1991
- Pagination:
- 257p.,tables,diags.,bibliog.
- Place of publication:
- Canterbury
Final report of a research project.
Commentary on “A reflective evaluation of the Bradford positive behaviour support – in reach service
- Author:
- SHOLL Catherine Sarah
- Journal article citation:
- Tizard Learning Disability Review, 25(4), 2020, pp.193-196.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to consider the needs of children and young people with intellectual disabilities (ID), autism and challenging behaviour including those with mental health difficulties in the light of the article “A reflective evaluation of the Bradford Positive Behaviour Support – In Reach Service”. Design/methodology/approach: The author’s reflections on experiences of working with this cohort as a clinician and manager are presented in this paper. Also, this paper presents the following: consideration of recent policy, guidance and literature associated with the provision of support to children and young people with ID or autism at risk of residential placement or hospital admission; reflection on gaps in research and practice in how to best support this group of children, young people and families with complex and diverse needs. Findings: The success of the Bradford and other similar services is discussed along with a reflection about the benefits and potential gaps in Positive Behavioural Support services working to meet the needs of this group of children and young people, and their families. Originality/value: The importance of areas providing more consistent and high quality multi-agency early preventative support and intensive support for those in crisis is discussed. The need for further research and development of ways of working with this cohort, including harder to reach young people and families, is discussed. (Edited publisher abstract)
A reflective evaluation of the Bradford positive behaviour support – in reach service
- Authors:
- HODDER Matthew, et al
- Journal article citation:
- Tizard Learning Disability Review, 25(4), 2020, pp.185-192.
- Publisher:
- Emerald
Purpose: Without effective support and intervention, young people with learning disabilities and severe challenging behaviour are at risk of placement in out-of-area residential settings or highly specialist child and adolescent mental health service (CAMHS) units. Such placements may be inappropriate and result in significant reductions to the quality of life of young people and their families. This paper aims to evaluate the effectiveness of the Bradford positive behaviour support (PBS) service model in terms of its aims to improve quality of life, develop skills and maintain children living with their families in their own homes. Design/methodology/approach: A service evaluation using quantitative and qualitative data from a range of sources to review the effectiveness of the PBS model being applied in Bradford and Calderdale was the methodology used. Findings: When consistently implemented, the Bradford positive behaviour support–in reach service may improve quality of life, facilitate skill development in young people and their carers and reduce placements in residential and CAMHS inpatient units. Avoidance of such placements is likely to reduce the overall costs of service commissioning in Bradford. Originality/value: This paper evaluates a novel approach being applied by a third sector agency to implement effective PBS with a small group of children, their families and networks. There is scope for this model to be successfully implemented in other areas. (Edited publisher abstract)