Search results for ‘Subject term:"learning disabilities"’ Sort:
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Staff experience of the implementation of intensive interaction within their places of work with people with learning disabilities and/or autism
- Authors:
- BERRIDGE Samantha, HUTCHINSON Nick
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.1-15.
- Publisher:
- Wiley
Background: Intensive interaction is an approach used to develop the communication and social inclusion of those who are pre‐verbal. It is used in a variety of settings by healthcare and educational staff. Method: A systematic search was conducted to identify and review the literature which explores staff experiences of intensive interaction being implemented within their places of work. Thematic synthesis was utilized to synthesize the findings. Results: Nine papers were included. Three higher‐order themes were generated: “Personal Doubt, Discordance & Discomfort,” “A Turning Point” and “Needing Implementation at All Levels.” Conclusions: There were consistent findings across a range of settings. Findings suggest that intensive interaction is rewarding for staff and beneficial to those that they work with. Implementation was sometimes perceived to be challenging and this review attempts to highlight solutions with guidance of the literature. Limitations largely relate to heterogeneity of the papers and methodological limitations are discussed. (Edited publisher abstract)
Using wordless books to support clinical consultations
- Authors:
- HOLLINS Shelia, et al
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(4), 2017, pp.260-271.
- Publisher:
- Emerald
Purpose: Based on a literature and practice review, the purpose of this paper is to examine the theoretical and clinical basis for using wordless books with patients who have intellectual disabilities (ID) and/or autism. Design/methodology/approach: A literature review identified seminal peer-reviewed English language articles relating to the neuroscience of information and emotion processing for adults with ID and/or autism. In addition to published examples, illustrative case examples were contributed by clinicians regularly using wordless books. Findings: Many people, including those with ID, selectively attend to visual information. Minimising the cognitive load by using wordless pictorial narrative reduces anxiety, and empowers the patient. Clinicians using such resources describe positive clinical outcomes. Only the Beyond Words wordless books have been identified in published clinical trials. Research limitations/implications: Although existing evidence suggests a strong positive impact, further research into the use of wordless books for people with ID is needed. Practical implications: Wordless books are reported to help develop staff skills and empathy for supporting adults with ID. The books facilitate some legally required reasonable adjustments to increase service access. Staff training is needed for effective use of wordless books. Originality/value: Wordless books specifically designed with and for adults with word processing difficulties, ID and/or autism to enhance health literacy and explore their own narratives and emotional responses around health experiences and personal traumas are a unique approach. This paper may also offer the first exploration of their neuropsychological underpinnings. (Publisher abstract)
The effectiveness of intensive interaction, a systematic literature review
- Authors:
- HUTCHINSON Nick, BODICOAT Anna
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(6), 2015, p.437–454.
- Publisher:
- Wiley
Background: Intensive Interaction is an approach used for communicating with people with profound and multiple intellectual disabilities or autism. It has gained increased recognition as a helpful technique, but the evidence has not been systematically reviewed. Method: Computerized and hand searches of the literature were conducted using synonyms for ‘intellectual disabilities’, ‘autism’ and ‘intensive interaction’. Results: Fifteen quantitative and three qualitative papers were identified examining the efficacy of the approach with participants across the age range in both educational and residential settings. Conclusions:Studies were limited by the quality of reporting and difficulties conducting good quality, ethically sound research with participants with PMID. Staff support should be considered in training to aid implementation of interventions. Studies attempted to investigate whether Intensive Interaction builds social interactions or reduces repetitive or self-injurious behaviour. More research needs to be conducted before conclusions can be drawn regarding the efficacy of this approach. (Publisher abstract)
Challenging behaviour: a training pack to develop good practice in working with people with learning disabilities whose behaviour is described as challenging
- Authors:
- HARDY Steve, JOYCE Theresa
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 271p., bibliog.
- Place of publication:
- Brighton
This training resource aims to ensure that the workforce have the capabilities to provide effective and ethical support to people with learning disabilities who have challenging behaviour. It uses a person-centred support approach, emphasising the need for individualised interventions, understanding needs and environmental implications. Modules cover topics such as: understanding and assessing challenging behaviour; interventions; supportive strategies; reactive strategies; cognitive approaches; use of mediation; working with families; active support; mental health problems; and challenging behaviour and offending. Each module is divided into individual sessions, providing details of topics to discuss, time taken per session and resources to use. An accompanying CD-ROM contains slides and handouts that can be printed off. Relevant for front line staff in health and social care settings, and professionals in training.
Differentiating characteristics of deafblindness and autism in people with congenital deafblindness and profound intellectual disability
- Authors:
- HOEVENAARS-VAN DEN BOOM M.A.A., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 53(6), June 2009, pp.548-558.
- Publisher:
- Wiley
In persons with deafblindness, it is hard to distinguish autism spectrum disorders from several deafblind specific behaviours caused by the dual sensory impairments, especially when these persons are also intellectually disabled. As a result, there is an over-diagnosis of autism in persons who are deafblind leading to unsuitable interventions. Autism as specified by the DSM-IV was studied in 10 persons with congenital deafblindness with profound intellectual disabilities. Behaviours of people with deafblindness and autism (n = 5) and of people with deafblindness without autism (n = 5) were observed in a semi-standardised assessment. Results showed that all people with deafblindness had impairments in social interaction, communication and language. In contrast to persons without autism, people with deafblindness and autism showed significantly more impairments in reciprocity of social interaction, quality of initiatives to contact and the use of adequate communicative signals and functions. No differences between the groups were found for quantity and persistence of stereotyped behaviour, quality of play and exploration and adequate problem-solving strategies. This study indicates that there are some possibilities to differentiate autism from behaviours specific for deafblindness. It also confirms the large overlap in overt behaviours between people with deafblindness and persons with autism.
Allegations of sexual abuse by nonverbal autistic people via facilitated communication: testing of validity
- Author:
- KONSTANTAREAS M. Mary
- Journal article citation:
- Child Abuse and Neglect, 22(10), October 1998, pp.1027-1041.
- Publisher:
- Elsevier
Assessing abuse allegations which refer to children with learning difficulties is a challenge to child protection services and specialist professionals alike. This article presents an approach to this problem in circumstances where facilitated communication is an added dimension.
Working with people with autism: the autistic perspective
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 11 minutes 56 seconds
- Place of publication:
- London
- Edition:
- Revised
In this film, we see how Scott, a man with autism and learning disabilities, and Marie, a professor with Asperger’s Syndrome, learn to make sense of society, with the support of colleagues and family members. Scott’s parents speak of the rituals he employs to cope with daily life and the behaviours that are triggered when the world does not make sense to him. Marie talks of the challenges she faces in learning the rules of professional communication and the techniques she uses to interact with others and manage her anxieties. She makes the point, however, that these anxieties come about because society does not yet understand people with autism, and disables them as a result.
‘My brother likes meeting new people, but don't ask him any direct questions’: involving adults with autism plus learning disability in a qualitative research project
- Authors:
- TOZER Rosemary, ATKIN Karl, WENHAM Aniela
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.292-300.
- Publisher:
- Wiley
People who have difficulties in communication and understanding are often excluded from research which is about them. As part of a qualitative study focusing on the adult siblings of people with autism and learning disabilities, the authors met twelve people with autism plus severe learning disability with their brother or sister. Individually tailored resources were used to make the meeting accessible and positive. Sibling involvement was essential to the participation, and inclusion of adults with autism plus learning disability strengthened the research findings, making them more valid and more relevant to policy and practice. This article describes the authors experiences of facilitating this involvement, the methods used and understandings gained, with the aim of encouraging practitioners and researchers to do likewise. Meeting the brothers and sisters with autism was important as it helped the researchers understand their relationships much better and make suggestions about how they and their siblings could be better supported. (Edited publisher abstract)
How to do a good job better in health and social care
- Author:
- NDUNGU E.W.
- Publisher:
- Bettercare Skills
- Publication year:
- 2014
- Pagination:
- 342
- Place of publication:
- Oxford
Text book to support health and social care staff to develop the understanding and skills they need when working with people with learning disabilities. The first two sections cover the principles of care, including communication, confidentiality and professional boundaries; and the social care workers's role in the organisation. Part three looks at the experiences and needs of service users with learning disabilities, issues relating to mental capacity and challenging behaviour. Part four looks at safety at work, including administration of medication, moving and handling and infection prevention and control. Part five looks at preventing abuse, lone working and violence at work. The final part looks at daily procedures and operations. Each chapter includes a workbook to test understanding and knowledge. The text follows the National Occupational Standards and aims to ensure consistency in skills and practice across the social care workforce. (Original abstract)
Communication issues in autism and Asperger syndrome: do we speak the same language?
- Author:
- BOGDASHINA Olga
- Publisher:
- Jessica Kingsley
- Publication year:
- 2005
- Pagination:
- 288p.,bibliog.
- Place of publication:
- London
Providing a theoretical foundation for understanding communication and language impairments specific to autism, the author explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She stresses the importance of identifying each autistic individual's nonverbal language, which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory – with a view to establish a shared means of verbal communication. She offers an explanation of why certain approaches, might work with some autistic children but not others. The ‘What They Say' sections of the book enable the reader to see through the eyes of autistic individuals and to understand their language differences first hand. ‘What We Can Do to Help' sections throughout the book give practical recommendations on what to do in order to help autistic individuals use their natural mechanisms to learn and develop social and communicative skills. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.