Search results for ‘Subject term:"learning disabilities"’ Sort:
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Active support, participation and depression
- Authors:
- STANCLIFFE Roger J., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(4), July 2010, pp.312-321.
- Publisher:
- Wiley
Active Support is a model of support intended to bring about meaningful everyday activities by people with intellectual disabilities. The aim of this study was to examine the medium-term effect of implementation of Active Support on domestic participation, adaptive behaviour, challenging behaviour and depression in adults with intellectual disabilities who lived in community group homes. It investigated the effect of staff training in Active Support in 9 group homes. Outcome data were obtained for 41 clients. The effectiveness of Active Support was evaluated with a pre-test:post-test design, using a number of standardised assessments and other questionnaires, with group home staff as informants. These assessments were conducted before Active Support training and an average of 6.5 months later. The results showed that following implementation of Active Support residents experienced significant increases in domestic participation and adaptive behaviour. There were significant decreases in internalised challenging behaviour, overall challenging behaviour and depression. There was no significant pre–post change in other forms of challenging behaviour.
The effect of active support interactive training on the daily lives of adults with an intellectual disability
- Authors:
- TOTSIKA Vasiliki, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(2), March 2010, pp.112-121.
- Publisher:
- Wiley
Interactive training is one of the two staff training components of the active support model, a person-focused model that aims to improve the quality of life of people with an intellectual disability by increasing participation in all types of activities of daily life. This study investigates how effective interactive training is when offered to staff detached from the active support workshops, the other training component. The authors, exploring the effects of interactive training on resident activity engagement, challenging behaviours and staff assistance, engaged 21adults with an intellectual disability living in residential settings. Observations and ratings of staff and resident behaviours were obtained before and after the training sessions, and at 6 months follow-up. Overall analyses indicated a short-lived improvement in quality of staff support but, in general, there was an overall lack of change in staff behaviours or participants challenging behaviours. However, subgroup analyses indicated that there was a significant improvement in engagement immediately after interactive training for a distinct subgroup of participants - those who had significantly higher aggressive behaviour ratings at the beginning of the study. Findings support the combination of the training components for improvements in the quality of life for people with intellectual disability, especially as intervention for people with the most difficult challenging behaviours.
A special kind of brain: living with nonverbal learning disability
- Author:
- BURGER Nancy Russell
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 224p.,bibliog.
- Place of publication:
- London
Sharing the experience of bringing up a child with nonverbal learning disability (NLD), this warm and accessible book offers advice on subjects ranging across diagnosis and therapy, children’s interaction with each other, suitable activities for a child with NLD and how to discuss NLD with children. This book informs parents and professionals who work with children with NLD.
Autism with severe learning difficulties: a guide for parents and professionals
- Author:
- JORDAN Rita
- Publisher:
- Souvenir Press
- Publication year:
- 2001
- Pagination:
- 282p.,list of orgs.,bibliog.
- Place of publication:
- London
Practical guide to effective treatment and care for children and people with severe learning difficulties and autism, showing through examples how behaviour that is seen should be understood and how to build on strengths and reduce problems. Contains chapters on: the implications of dual diagnosis; characteristic behaviour and development; fostering social interaction; systems of communication; teaching language and communication; play skills; supportive educational environments; understanding and preventing challenging behaviour; approaches to planning and management of behaviour; daily living skills, leisure and support for families; transition to adult life; and sources of help.
Adaptive functioning and behaviour of children with special needs: comparison between ethnic groups
- Author:
- BICKERTON Wai-Lin
- Journal article citation:
- Mental Handicap Research, 8(3), 1995, pp.156-167.
- Publisher:
- BIMH Publications
Investigates the relationship between behaviour and adaptive functioning in children with special needs from three ethnic groups who lived in an urban health district. Parents were interviewed and completed the Vineland Adaptive Behaviour Scale (VABS) and the Aberrant Behaviour Checklist (ABC). The most pronounced development deficits were found in communication and daily living skills. Two-thirds of the subjects were rated as having a moderately severe behavioural problems on at least one item of the ABC.