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Institutional talk and practices: a journey into small group-homes for intellectually disabled children
- Author:
- FYLKESNES Ingunn
- Journal article citation:
- Disability and Society, 36(6), 2021, pp.999-1020.
- Publisher:
- Taylor and Francis
This article sheds light on a group of children who are hardly visible within the body of research: intellectually disabled children living away from home in full-time institutional settings. The purpose of the study was to contribute to the extended knowledge of these children’s everyday life and to inform researchers, authorities and service providers. Participant observations have been the main method of generating data, supported by interviews with professionals and parents. An interpretive analytical approach was employed. The results presented in this article show how institutional talk and practices can evolve within institutional systems, and how these factors affect the everyday lives of children. (Edited publisher abstract)
Exploring parents' experiences of promoting physical activity for their child with intellectual disabilities
- Authors:
- MCGARTY Arlene M., WESTROP Sophie C., MELVILLE Craig A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.140-148.
- Publisher:
- Wiley
Introduction: Children and adolescents with intellectual disabilities participate in low levels of physical activity and have a greater reliance on their parents to provide activity opportunities. This study explored parents’ experiences of promoting physical activity for their child with intellectual disabilities. Methods: Semi‐structured interviews were conducted with eight parents of children and adolescents with intellectual disabilities. Interviews were independently coded and analysed by two researchers using thematic analysis. Results: Four themes and nine subthemes were identified. Overall, parents had positive views of physical activity. However, parents face numerous barriers that limit their ability to promote physical activity for their child with intellectual disabilities. Conclusions: Parents experience high levels of exclusion and stigma that negatively affect their promotion of physical activity for their child with intellectual disabilities. Overcoming the barriers faced by parents could therefore be an indirect method to increase physical activity in children and adolescents with intellectual disabilities. (Edited publisher abstract)
‘It’s a matter of your personality more than anything else’: the experiences of seasonal workers regarding challenging behaviour in children
- Author:
- ETHERIDGE Leanne
- Journal article citation:
- Journal of Intellectual Disabilities, 21(1), 2017, pp.40-52.
- Publisher:
- Sage
- Place of publication:
- London
The impact on full-time carers of children with intellectual disabilities who exhibit challenging behaviour has been well researched (e.g. Lach et al., 2009; Shah et al., 2010; Wodehouse and McGill, 2009), however, there is to date no published research into the impact of behaviour that challenges on seasonal carers. Five participants who had been employed in summer playschemes for children and young people (up to the age of 18) were interviewed about their experiences of behaviour that challenges. The transcripts were analysed using interpretative phenomenological analysis, which revealed six superordinate themes: the belief in and sanctuary of temporary work, emotional impact, personality and gender, strength through knowledge, communication difficulties and the belief in integration. Seasonal workers discussed suppressing their emotions in order to stay in control of a challenging situation, using coping styles developed through experience or based on personal skills; it is suggested that formalized training, particularly regarding non-verbal communication, would support playscheme workers in the management of and adaption to challenging behaviour. (Publisher abstract)
Promoting health-related fitness for elementary students with intellectual disabilities through a specifically designed activity program
- Authors:
- DAVIS Kathryn, ZHANG Guili, HODSON Patricia
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.77-84.
- Publisher:
- Wiley
Children with intellectual disabilities have been identified as having lower health-related fitness levels, to be more overweight, and to be less motor proficient than their peers. The aim of this study was to assess the effectiveness of the Motivate, Adapt, and Play adapted exercise programme for students with intellectual disabilities. This 8-week programme consists of 30 minutes of physical activity every school day using specialised equipment and focusing on cardiovascular endurance, flexibility, and muscular strength and endurance activities. The study participants were 25 students with mild-to-moderate intellectual disability from 4 elementary schools in the southeastern United States. The health-related fitness measures of the 16 metre shuttle run test, the modified curl-up test, and the back-saver sit-and-reach test were completed at the beginning and at the end of the 8-week period. Body mass index (BMI) measurements were also obtained. The results showed that over the 8 weeks there was a significant increase in the health-related fitness scores obtained. There was also a slight decrease in BMI over 8 weeks, although this was a nonsignificant finding. The findings suggest that the health-related fitness of students with ID can be improved through engaging in a school-based daily adapted exercise programme.
Patterns of time processing ability in children with and without developmental disabilities
- Authors:
- JANESLATT Gunnel, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(3), May 2010, pp.250-262.
- Publisher:
- Wiley
Children with developmental disabilities, such as intellectual disability or autism, are often reported to have problems in understanding and managing time. The aim of this study was to investigate if there are different patterns in time processing ability in children with disabilities and typically developing children. It also investigated whether the problems described are diagnosis specific or reflect differences in age. The 3 subcategories of time processing ability, time perception, time orientation, and time management, were all investigated. Using a cross-sectional design, this study investigated if there were different patterns of time processing ability in 5- to 10-year-old children, 77 of which had disabilities and 89 of which did not. Altogether, 5 different clusters of levels of time processing ability were identified. The results indicated that the patterns of time processing ability mainly follow the chronological age of children without disabilities. Daily time management (as estimated by the parents) and children's self-rated autonomy differed between clusters and was related to time processing ability. The article concludes that the level of time processing ability seems to be a more valid overall base than the type of diagnosis for the planning of interventions in daily time management.
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.
Effective support for parents with a learning disability and their children: seminar held at National Children's Bureau, 7 December 2007
- Author:
- NATIONAL CHILDREN'S BUREAU
- Publisher:
- National Children's Bureau
- Publication year:
- 2008
- Pagination:
- 19p.
- Place of publication:
- London
NCB Social Inclusion Department seminar notes More and more people with a learning disability are choosing to become parents yet between 40-60% of them will at some stage have their children taken away from them.
The handbook of intellectual disability and clinical psychology practice
- Editors:
- CARR Alan, et al, (eds.)
- Publisher:
- Routledge
- Publication year:
- 2007
- Pagination:
- 965p.
- Place of publication:
- London
The book is divided into seven sections, which cover conceptual frameworks, assessment frameworks and intervention frameworks, and the specific problems that arise in infancy and early childhood, middle childhood, adolescence and adulthood. Chapters combine discussion of the theoretical and empirical issues with practical considerations. The authors incorporate detailed practice descriptions throughout, which will allow clinicians to use the book as a step-by-step guide to clinical work. Practice exercises are also included where relevant to aid skills development.
The distribution of scaled scores and possible effects on the WISC-III and WAIS-III
- Authors:
- WHITAKER Simon, WOOD Christopher
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(1), March 2008, pp.136-141.
- Publisher:
- Wiley
It has been suggested that, as the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) give a scaled score of one even if a client scores a raw score of zero, these assessments may have a hidden floor effect at low IQ levels. The study looked for indications of this in a sample of assessments that had been given for clinical and diagnostic reasons. The degree to which a hidden floor effect could be present was assessed by looking at the proportion of scaled scores of one in IQ bands: 50–59, 60–69 and 70 plus and by plotting the distribution of scaled scores in these bands for both the WISC-III and WAIS-III. Fifty WISC-III and 49 WAIS-III assessments were obtained from records and analysed. The distribution of scaled scores in the WAIS-III was approximately normal with very few scale scores of one, suggesting that a hidden floor effect would only be a potential problem for IQs in the 40s and 50s. The WISC-III had a skewed distribution of scaled scores with more scaled scores of one than any other scaled score. Scaled scores of one were shown in all IQ levels up to 70 plus. There is potentially a significant floor effect on the WAIS-III at IQs in the 40s and 50s and on the WISC-III up to IQs in the 70s. There are also indications that the WISC-III has a much harder criterion for gaining a scaled score of two than the WAIS-III, resulting in it producing lower IQs.
The self-concept of children and adolescents with neurofibromatosis type 1
- Authors:
- BARTON B., NORTH K.
- Journal article citation:
- Child: Care, Health and Development, 33(4), July 2007, pp.401-408.
- Publisher:
- Wiley
Neurofibromatosis type 1 (NF1) is a genetic disorder associated with cognitive deficits, learning problems, medical complications and cosmetic disfigurement. Despite the wide-ranging impact of NF1, very few studies have examined the psychosocial adjustment of individuals with NF1, and in particular, self-concept. The aims of this study were threefold: (i) to examine the self-concept of children and adolescents with NF1; (ii) to compare the self-concept of children with NF1 (NF1 only), children with NF1 and learning difficulties [NF1 + LA (low achievement)], and children with NF1 and attention deficit hyperactivity disorder (ADHD) (NF1 + ADHD); and (iii) to examine the academic self-concept of these three groups relative to objective criteria – academic achievement and teacher ratings of academic competence. Measures of self-concept, academic achievement and intelligence were administered to 49 children and 26 adolescents with NF1. Parents and teachers completed behavioural rating scales. The majority of children and adolescents with NF1 reported positive global self-concept, with some exceptions on specific domains. Children and adolescents with NF1 reported significantly poorer self-concept for physical abilities. Adolescents also reported significantly poorer self-concept for mathematics and general self when compared with normative mean values. Clinical severity of NF1 was not a significant predictor of self-concept for physical appearance or physical abilities. Despite a significant difference between NF1 only, NF1 + LA and NF1 + ADHD groups on measures of academic achievement and teacher ratings of academic competence, there was no significant difference between the groups for academic domains of self-concept, or any other domain of self-concept. All three groups reported inflated academic self-perceptions relative to objective criteria. Children and adolescents with NF1 are most likely to develop negative self-concepts about their physical and sporting abilities. Inflated academic self-perceptions are discussed in light of the positive illusory bias, which may serve as an adaptive or protective function.