Search results for ‘Subject term:"learning disabilities"’ Sort:
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Training a family in physical interventions as part of a positive behaviour support intervention for challenging behaviour
- Authors:
- HEWITT Olivia, KEELING Natalie
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.159–166.
- Publisher:
- Wiley
Between 10% and 15% of people with a learning disability have behaviour that challenges others, and half of these people live within the family home (Emerson et al., Research in Developmental Disabilities, 2001; 22, 77). Current best practice in managing challenging behaviour combines person-centred planning, functional analysis, and proactive and reactive strategies, and teaching alternative skills to manage behaviour in a way that keeps both service user and carers safe (positive behaviour support). This study considers the case study of a young man who lives with his parents in their family home. Reactive strategies including physical interventions have been taught to the family which has allowed them to manage their son's behaviour effectively and allowed him to remain living with his family. Frequency and intensity of challenging behaviour reduced, and family confidence in managing challenging behaviour was increased. (Publisher abstract)
The impact of four family support programmes for people with a disability in Ireland
- Authors:
- DALY Louise, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 19(1), 2015, pp.34-50.
- Publisher:
- Sage
- Place of publication:
- London
Background: This article reports on an evaluation of four family support programmes in Ireland for families of people with a physical or an intellectual disability or autism. The focus of the evaluation, which took place within a year of the programmes’ completion, was on establishing whether the programmes had an impact on families’ capacity to effectively support their family member. Method: A mixed-method design was used, which included a survey (n = 38) and interviews (n = 19) with participating family members. Ethical approval for the study was given by the relevant university ethics committee. Results: Findings suggest that participation in the programmes enhanced knowledge, attitudes, and competencies of families and also impacted their ability to advocate for their family member and to connect with the community. Discussion and conclusions: Whilst outcomes were overwhelmingly positive, further follow-up would be required to ascertain if sustained capacity building took place. (Publisher abstract)
Family intervention and acquisition of adaptive behaviour among intellectually disabled children
- Authors:
- SWAMIDHAS Paul, et al
- Journal article citation:
- Journal of Learning Disabilities, 8(4), December 2004, pp.383-395.
- Publisher:
- Sage
A trial was designed to evaluate the role of enhanced parental attitude towards management of intellectual disability in the acquisition of adaptive behaviour. Fifty-seven children with intellectual disability and their parents were randomly assigned to 12 weeks of either multimodal adaptive behaviour training plus interactive group psycho-education (intervention group); or multimodal adaptive behaviour training plus didactic lectures (control group). Blinded raters were involved. Completers’ and intention-to-treat analyses were conducted. In the intention-to-treat sample, 22 of 29 children in the intervention group compared with four of 28 children in the control group showed a significant improvement in the acquisition of adaptive behaviour. The minimum additive efficacy provided by the enhanced parental attitude was 80 percent. Meaningful clinical benefits on various measures were found for the intervention group after training. Parental attitude intervention should be included in adaptive behaviour training for children with intellectual disability, as enhanced parental attitude has short-term positive effects.
Educational programmes for children with special needs in Jordan
- Author:
- HADIDI Muna S.Z.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(2), June 1998, pp.147-154.
- Publisher:
- Taylor and Francis
Describes the development of educational programmes for children with special need in Jordan. An overview of historical highlights and main problems and needs is presented. Provides information about current concerns and trends related to development of special education in Jordan, training of special education teachers, family problems, early intervention, and attitudes to mainstreaming.
Families of the developmentally disabled: a guide to behavioural intervention
- Author:
- HARRIS Sandra L
- Publisher:
- Pergamon
- Publication year:
- 1983
- Pagination:
- 160p., tables, bibliog.
- Place of publication:
- Oxford
Training model for parents to teach their children self care, play skills and speech. Gives case histories.
Paving the way: early intervention for children with learning disabilities whose behaviours challenge
- Authors:
- CHALLENGING BEHAVIOUR FOUNDATION, COUNCIL FOR DISABLED CHILDREN
- Publishers:
- Challenging Behaviour Foundation, Council for Disabled Children
- Publication year:
- 2016
- Place of publication:
- London
Website containing a range of resources to provide families, professionals, staff, and commissioners with information about how to reduce challenging behaviour and to improve the wellbeing of children with learning disabilities. It brings together a range of resources, including: evidence of what works, what families have found helpful, videos, case studies and examples of good practice. Topics covered include: transition to adulthood, positive behaviour support; education, health and care; communication, providing support and service development. The website has been developed as part of the 'Paving the way', a joint project from the Challenging Behaviour Foundation and the Council for Disabled Children which worked in partnership with families and professionals to share and promote good practice and improve outcomes for children with challenging behaviour. (Edited publisher abstract)
Feeling down: improving the mental health of people with learning disabilities.
- Author:
- BURKE Christine-Koulla
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- London
This report is aims to raise awareness among policy makers, commissioners and health and social care services and promote positive mental health of people with learning disabilities. It draws on a literature review, a national survey and focus groups, and real life case studies. The report begins by providing the context of the mental health needs of people with learning disabilities, drawing on the findings of a literature review. It then presents the results from a national survey and focus groups which look at the experiences of people with learning disabilities, their families, friends and staff when accessing support for their mental well-being. The final sections of the report provide recommendations for improving the mental health of people with learning disabilities. The report found that people with learning disabilities experience high levels of mental health problems. It also found that access to mental health services, assessment and treatment for this group needs to be improved. (Edited publisher abstract)
The stories of older parents of adult sons and daughters with autism: a balancing act
- Authors:
- HINES Monique, BALANDIN Susan, TOGHER Leanne
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(2), 2014, pp.163-173.
- Publisher:
- Wiley
Background: Researchers acknowledge the importance of understanding how families of children with autism cope. Yet, little is known about the experiences of older parents of adults with autism. Materials and Methods: In-depth interviews were conducted with 16 older parents of adults with autism. Narrative analysis was used to gain insights into their lived experiences. Results: Participants' narratives reflected the notion that much of their experience was a delicate balancing act as they attempted to manage their offspring's symptoms of autism whilst achieving a degree of fulfilment in their own lives. Parents did not believe that formal services had adequately supported their ability to provide care whilst meeting other needs within the family context. Conclusions: The findings have implications for services that attempt to support older parents' abilities to provide care, including the need for tailored intervention strategies that match each family's unique needs. (Publisher abstract)
Commentary on “Communication is the key: improving outcomes for people with learning disabilities”
- Author:
- BRADSHAW Jill
- Journal article citation:
- Tizard Learning Disability Review, 18(3), 2013, pp.141-145.
- Publisher:
- Emerald
This article provides a commentary on Lewer and Harding's article about the use of “the open communication tool”(OCT). It reviews the OCT as a method of both developing shared goals and understandings and identifying implementation issues. The author comments that the OCT can provide a useful model when working in services. It might be enhanced by also including ways of systematically addressing the views of the person with a learning disability and their family members. Indirect interventions delivered in the way described may be problematic in that some research suggests that staff teams place greater value on knowledge that is directly gained by experience of working with the person. This raises questions relating to the model within which clinical services are often delivered to supported housing settings and whether this needs to change. (Edited publisher abstract)
Talking to families: listening to families
- Editors:
- CARPENTER Barry, (ed.)
- Publisher:
- Sunfield
- Publication year:
- 2005
- Pagination:
- loose leaf
- Place of publication:
- Clent
This collection of 11 papers looks at the development of children with learning disabilities. It looks at what makes effective intervention in ensuring that families are confident and expert partners in their child’s development. The collection explores the personal and emotional experiences of disability within families, the unique interpersonal relationships developed between parents and professionals and highlight barriers which could impede these relationships. Among topics discussed are the development of critical frameworks for families of children with disabilities, shifting the focus from parent to family partnerships, sustaining the family by meeting their needs, the case for early intervention as a first step to social inclusion, the importance of fatherhood, family-centred training, marketing in special education and more family-centred approaches, in general.