Search results for ‘Subject term:"learning disabilities"’ Sort:
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The effectiveness of gentle teaching
- Authors:
- McCAUGHEY R.E, JONES R.S.P.
- Journal article citation:
- Mental Handicap, 20(1), March 1992, pp.7-14.
- Publisher:
- British Institute of Mental Handicap
Describes the background and the assumption underlying the method, gives a case example of gentle teaching in action and summarises available evaluation studies.
Adapting delivery of the Thinking Skills Programme to include prisoners with learning disabilities: project report
- Authors:
- GIRAUD-SAUNDERS Alison, et al, FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2013
- Pagination:
- 10
- Place of publication:
- London
The Thinking Skills Programme helps prisoners to understand their behaviour, make better choices and set positive goals, all of which help to reduce their chance of reoffending. The Foundation for People with Learning Disabilities (part of the Mental Health Foundation) was awarded a grant by the Department of Health (DH) to adapt delivery of TSP for offenders with learning disabilities. This report outlines the work done at the Foundation to adapt the course structure, sessions and resources. It notes the initial piloting of the programme at HMP Whatton, the subsequent revision of manuals and other material, and further pilots at HMP Wakefield and HMP Wymott. The feasibility was subjected to what is known as “realistic evaluation”, which found good evidence of benefits for the 22 offenders participating, and which will meet the needs of offender with learning disabilities, whether in custody or in community settings. (Original abstract)
Adapting individual psychotherapy for adults with intellectual disabilities: a comparative review of the cognitive-behavioural and psychodynamic literature
- Authors:
- WHITEHOUSE Richard M., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.55-65.
- Publisher:
- Wiley
Historically, adults with intellectual disabilities have had little access to individual psychotherapy. Over the last 20 years an increasing body of literature has described psychotherapy with adults with intellectual disabilities and reported methods for adapting traditional psychotherapeutic techniques. This review identified the frequency of adaptations suggested by Hurley et al. (1998) [Journal of Developmental and Physical Disabilities, vol. 10, pp. 365–386] within cognitive behavioural and psychodynamic studies with adults with intellectual disabilities. Twenty-five studies were reviewed, 10 cognitive–behavioural and 15 psychodynamic. A total of 94 adaptations were identified. Within cognitive behavioural therapy (CBT) studies, flexibility in method was the most frequently considered adaptation whilst transference and counter transference issues were most frequently considered within psychodynamic studies. Across the two approaches, disability and rehabilitation issues were given the least consideration. Implications for practitioners and services are highlighted along with recommendations for future research.
Evaluating a cognitive/behavioural approach to teaching anger management skills to adults with learning disabilities
- Authors:
- HOWELLS Patrick M., ROGERS Cathy, WILCOCK Sue
- Journal article citation:
- British Journal of Learning Disabilities, 28(4), December 2000, pp.137-142.
- Publisher:
- Wiley
The present paper describes an intervention based upon a cognitive/behavioural teaching approach with a group of five adults with learning disabilities. The intervention addresses a number of issues raised by other authors regarding the implementation of such programmes. These issues are described and a plan explaining the main elements of the training course is included. The findings made during implementation are discussed and a number of points raised by the intervention are considered. The present authors conclude with their hope that this work will encourage further research into the use of cognitive behavioural interventions with people with learning disabilities.
A quantitative evaluation of a regional Positive Behavioural Support workforce development approach
- Authors:
- MCKENZIE Karen, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(6), 2021, pp.1641-1654.
- Publisher:
- Wiley
Background: Research suggests that providing staff with input in relation to Positive Behavioural Support (PBS) can have beneficial outcomes. Much of this research, however, fails to take account of systemic issues and does not include a control group. Method: We used a non-randomised, controlled group design to evaluate accredited PBS programmes, delivered as part of a systemic, regional and workforce development approach. We compared outcomes of those attending the programmes (n = 240) with a control group (n = 54), pre- and post-intervention and at 3-months follow-up. Results: The programme and its wider impact were rated positively. Significant intervention effects were found for staff practice and retention, but not for staff knowledge and attributions, or behaviours that challenge and quality of life of those being supported. Conclusions: The results are discussed in the context of the study limitations and restrictions resulting from the Covid-19 pandemic. (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)
“Look, all our hard work is paying off”: a qualitative evaluation of a system‐wide, workforce development model to promote positive behavioural support
- Authors:
- MCKENZIE Karen, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(6), 2020, pp.1512-1522.
- Publisher:
- Wiley
Background: Positive behavioural support (PBS) has been identified as a means of improving the quality of life and support of people with an intellectual disability. This qualitative study explored the views of service providers about a regional PBS programme, that was underpinned by a workforce development approach. Method: Semi‐structured interviews were conducted with senior staff (n = 42), from organizations which provided services to people with an intellectual disability, about their views about, and perceived impact of, the PBS programme, Data were analysed using thematic analysis. Results: Two themes were identified: “It's what PBS is about, isn't it?” emphasized the importance of the programme being systemic‐ and evidence‐based; “Macro to micro” highlighted the different points in the systems of care at which the programme was seen to impact. Conclusions: We discuss the results in the context of the study limitations. (Edited publisher abstract)
Developing a logic model to guide evaluation of impact for learning disability projects: the case of the Positive Behavioural Support (PBS) Academy
- Authors:
- SCOTT Suzi J., DENNE Louise D., HASTINGS Richard P.
- Journal article citation:
- Tizard Learning Disability Review, 23(3), 2018, pp.125-132.
- Publisher:
- Emerald
Purpose: Measuring “impact” is an important aspect of the dissemination of evidence-based practice and relevant to all disciplines. However, it has only recently become a focus of enquiry and is not commonly directly researched within the learning disabilities field. The purpose of this paper is to describe the process of developing a logic model for the UK Positive Behavioural Support (PBS) Academy as part of an evaluation and impact study of its work to date. Design/methodology/approach: Logic models are a visual representation of the relationship between a project’s resources, activities and outputs and identified outcomes, in relation to key stakeholder groups. This representation allows for key impact measures to be identified and can be a useful tool for evaluation purposes. The authors used the process outlined by McLaughlin and Jordan (1998) to develop a bespoke logic model for the PBS Academy. Findings: The model was particularly helpful in making clear the distinction between output and impact, identifying impact criteria differentiated by stakeholder group and across time scales, and highlighting areas of activity that are needed to increase the impact of the work of the PBS Academy in the longer term. Originality/value: In the absence of any generalised impact evaluation frameworks in the learning disabilities field, the authors suggest that logic models may provide a useful framework for evaluating the impact of policy, practice, and research interventions. (Edited publisher abstract)
Commentary on “Developing a logic model to guide evaluation of impact for learning disability projects: the case of the Positive Behavioural Support (PBS) Academy”
- Author:
- MacDONALD Anne
- Journal article citation:
- Tizard Learning Disability Review, 23(3), 2018, pp.133-138.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on some of the issues raised in the paper “Developing a logic model to guide evaluation of impact for learning disability projects: the case of the Positive Behavioural Support (PBS) Academy”. Design/methodology/approach: Drawing on the PBS literature and with reference to the Scott et al. paper, the use of a logic model as a framework for implementing PBS within social care organisations is described. Findings: A logic model may be a useful framework for the implementation of PBS within social care organisations and could be used to help organisations develop a strategic approach to whole-system implementation of PBS. Originality/value: This commentary adds to the discussion by considering the use of a logic model as a framework for implementing PBS within social care organisations. (Edited publisher abstract)
The realistic evaluation of an adapted thinking skills programme
- Authors:
- OAKES Peter, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(1), 2016, pp.14-24.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe a project reporting the evaluation of an adapted form of the thinking skills programme (TSP) with prisoners with intellectual disabilities. In particular, the utility of realistic evaluation is explored as a response to the difficulties in applying research-based interventions in practice and rolling out pilot projects that have been evaluated under specific conditions. Design/methodology/approach: Realistic evaluation involves the identification of context, mechanism and outcome as a structure for programme evaluation and this was applied to the development and implementation of adapted TSP (ATSP) in three English prisons. Findings: Findings are reported in respect of the three aspects of context, mechanism and outcome to demonstrate the utility of realistic evaluation. Contextual findings suggested that ATSP is effective with male prisoners representing a range of intellectual disabilities, who would otherwise be excluded from mainstream programmes. The programme did not establish effectiveness with women or in community settings. The prisons involved were of different levels of security, but all three prisons were actively involved in positive approaches to difference and diversity and support for people with intellectual disabilities. For mechanism it was noted that all involved in the pilot sites were highly motivated to participate in the project and they were also achieving high scores for general quality in programme delivery. The realistic evaluation framework suggests that, where these factors are not present, some caution about possible effectiveness should be exercised. The evaluation approach proved to be helpful in identifying relevant factors to be considered in the wider implementation of ATSP. Originality/value: This is a novel approach to programme evaluation in psychological therapies that was shown to be of value in identifying conditions under which pilot schemes can be extended to other parts of a service, and research on interventions for offenders with intellectual disabilities applied in practice. (Edited publisher abstract)