Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning the language: building relationships with people with severe learning disability, autistic spectrum disorder and other challenging behaviours
- Authors:
- CALDWELL Poebe, (Author)
- Publisher:
- Pavilion
- Publication year:
- 2004
- Pagination:
- videocassette, booklet
- Place of publication:
- Brighton
This resource demonstrates the techniques carers can use to build positive relationships with people with severe learning disabilities and challenging behaviour. The author uses a combined approach of using a person’s own ‘language’ to communicate with them (Intensive Interaction) while also trying to reduce the stress they experience by an exploration of their sensory reality and hyper-sensitivities. This video shows: the author establishing contact for the first time with a man with severe autistic spectrum disorder. It supports workers demonstrating how they put the techniques into action in their daily routines and shoes how new ways of communicating can make a difference to the lives of all concerned. The guidance notes provide an overview of autistic spectrum disorder and Intensive Interaction.
An evaluation of specialized community-based residential supports for people with challenging behaviour
- Authors:
- GOLDING Laura, EMERSON Eric, THORNTON Amanda
- Journal article citation:
- Journal of Intellectual Disabilities, 9(2), June 2005, pp.145-154.
- Publisher:
- Sage
- Place of publication:
- London
This study explored the effects of relocation from institutional to specialized community-based residential provision for six men with mild to moderate intellectual disabilities and challenging behaviour and for a comparison group of six men with mild to moderate intellectual disabilities and challenging behaviour who were already living in specialized community based residential provision. Relocation was associated with: (1) a significant increase in participants’ domestic activity skills; (2) a decrease in the observed occurrence of some problem behaviours; (3) an increase in quality of life; and (4) an increase in engagement and staff contact. The community group, however, also showed some improvements over time, most notably in their levels of engagement in meaningful activity and staff contact. The implications of these results for service provision and suggestions for future research are discussed.
What does good look like? A guide for observing services for people with learning disabilities and/or autism
- Authors:
- BEADLE-BROWN Julie, MURPHY Bev
- Publishers:
- United Response, University of Kent. Tizard Centre
- Publication year:
- 2016
- Pagination:
- 38
- Place of publication:
- Wimbledon
This guide outlines what good support looks like in services for people with learning disabilities and/or autism and provides a set of observable practices that can indicate that a service is implementing person centred approaches. The definition of ‘good’ is based on both research and good practice and emphasises the nature and quality of the support needed to ensure good quality of life outcomes for people with learning disabilities and/or autism. The guide focuses on four different elements: support for engagement in meaningful activities and relationships; support for communication; autism friendly support; and support for individuals who display challenging behaviour. For each of these four elements the guide outlines what good practice looks like and why each element is important. The observable practices include: observations of what the individuals being support are doing, observations of what staff are doing, observations of what managers are doing, and systems and processes that are in place through records and talking to those present during the visit. It also provides advice on the observation process, with information on what to look for and how to evaluate the service. A checklist to help observers to record and rate the support being provided is also included. (Edited publisher abstract)
The relation between intrapersonal and interpersonal staff behaviour towards clients with ID and challenging behaviour: a validation study of the Staff–Client Interactive Behaviour Inventory
- Authors:
- WILLEMS A. P. A. M., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 54(1), January 2010, pp.40-51.
- Publisher:
- Wiley
Interpersonal staff behaviour (such as control, submission, friendliness and hostility) is associated with challenging behaviour in clients with intellectual disabilities (ID) and studies have shown the influence of intrapersonal staff characteristics (beliefs, attributions and emotional reactions) on staff behaviour. A key aim of this study was to develop and validate an instrument to measure staff-client interactive behaviour focusing on both inter and intrapersonal aspects. A total of 292 staff members, employed in residential and community services in the Netherlands, completed the Staff–Client Interactive Behaviour Inventory (SCIBI) for 34 clients with ID and challenging behaviour. Construct validity and reliability of the SCIBI was demonstrated by confirmatory factor analysis of a seven-factor model with: assertive control, hostile, friendly and support-seeking interpersonal behaviour; proactive thinking; self-reflection; and critical expressed emotion as reliable factors. Regression analyses showed higher age of the client to be negatively associated with assertive control. Job experience, level of education, type and sex of staff predicted interpersonal behaviour. Also, intrapersonal staff behaviour, including critical expressed emotion, proactive thinking and self-reflection, predicted interpersonal behaviour. It is conclude that the SCIBI can be used to identify staff intrapersonal and interpersonal behaviour and results obtained with the SCIBI can provide new directions for individual client treatment plans and staff training programmes.
Majority and minority ethnic family carers of adults with intellectual disabilities: perceptions of challenging behaviour and family impact
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(1), January 2010, pp.63-74.
- Publisher:
- Wiley
A health service in an English city was concerned about its support to families with adults with intellectual disabilities and challenging behaviour. Semi-structured interviews were conducted with seven minority ethnic and seven majority ethnic family members to explore perceptions of challenging behaviour, support and the impact of the person on the family. These were analysed using interpretative phenomenological analysis. Four themes emerged: (i) A broad range of difficulties with the adult with intellectual disabilities. (ii) Varied relationships with local communities in acceptance and support. (iii) Varied but largely negative relationships with services. (iv) Varied relationships with the person with intellectual disabilities, from highly dependent relationships with negative consequences to more fulfilling relationships. Families from minority ethnic communities were more likely to report negative experiences. 'Challenging behaviour' services need to be considered within a much broader social and community context.
Positive approaches to challenging behaviour: supporting relationships - families, carers and friends; workbook 6; supporting the "certificates in working with people who have learning disabilities"
- Authors:
- HARRIS John, HEWETT Dave, HOGG James
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2001
- Pagination:
- 50p.
- Place of publication:
- Kidderminster
- Edition:
- 2nd
Part six of a set of six interactive workbooks aimed at new and more experiences staff, managers who supervise staff, and training managers in services for people with learning difficulties. This book focuses on supporting relationships.
Residential behaviour and staff interaction with people with intellectual disabilities and seriously challenging behaviour in residential services
- Authors:
- FELCE David, LOWE Kathy, BLACKMAN Derek
- Journal article citation:
- Mental Handicap Research, 8(4), 1995, pp.272-295.
- Publisher:
- BIMH Publications
The behaviour of residents with severe intellectual disabilities and severely challenging behaviour and the interactions they received from staff were observed. Eight people lived in traditional hospitals and eight in community settings. The two groups were individually matched by adaptive ability. Looked at two case studies which, with other recent research, point to the impact which the content and focus of staff attention can have on resident activity patterns. Comparison to research on people with less severe challenging behaviour supports the contention that individuals with the most severe challenging behaviours tend to lead more impoverished lives.