Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 17
Positive behavioural support: definition, current status and future directions
- Authors:
- ALLEN David, et al
- Journal article citation:
- Tizard Learning Disability Review, 10(2), April 2005, pp.4-11.
- Publisher:
- Emerald
Summarises the historical development of positive behavioural support. Describes the main features of this approach and outlines the evidence for its effectiveness. Discusses reasons that relatively few people with learning disabilities and challenging behaviour appear to have access to this form of therapeutic intervention, and makes recommendations for future development.
Working with a couple when one partner has difficulties controlling their anger
- Author:
- WATTS Sarah
- Journal article citation:
- British Journal of Learning Disabilities, 33(4), December 2005, pp.174-179.
- Publisher:
- Wiley
This report details the assessment and intervention carried out with one couple, who both had a moderate learning disability. One partner was referred to the Psychology Service for some work focussing on difficulties in controlling her responses to anger. This report discusses the assessment and offers a formulation from a cognitive behavioural perspective, also drawing on ideas from psychodynamic and systemic theories. It was also necessary included some joint work with both members of the couple and their carers. The assessment and intervention were not straight forward and flexibility was required throughout in order to gain an understanding of the situation and offer an appropriately focussed intervention. The outcome and reflections on the work are discussed.
Cognitive-behaviour formulation for three men with learning disabilities who experience psychosis: how do we make it make sense?
- Author:
- KIRKLAND Jamie
- Journal article citation:
- British Journal of Learning Disabilities, 33(4), December 2005, pp.160-165.
- Publisher:
- Wiley
Cognitive-behaviour therapy (CBT) is increasingly being used with people with learning disabilities. One of the challenges in working this way is effectively sharing and understanding the formulation of the client's problem. One could argue that only with a shared understanding can there be collaboration between the therapist and the client. By utilizing current theory around CBT for psychosis and CBT for people with learning disabilities a diagram that was understandable to the client was developed to illustrate each formulation. The aim of the paper is to describe a method for engaging in a collaborative approach with three men with psychosis utilizing current thinking in CBT for people with learning disabilities and CBT for psychosis.
Carers' guide to physical interventions and the law: information and advice for parents, carers and care workers supporting children, young prople and adults with learning disabilities
- Authors:
- LYON Christina M., PIMOR Alexandra
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 56p.
- Place of publication:
- Kidderminster
Knowing how and when to use physical interventions in an ethical, safe and legal way is a key issue for many parents and carers of children and adults with learning disabilities and challenging behaviour. The "Carers' guide to Physical interventions and the law" provides clear information and advice in this area, and includes a range of case studies and definitions of key terms. It draws on a new BILD (British Institute of Learning disabilities) report "Physical Interventions and the Law" for lawyers, practitioners and parents
The rebranding of behavioural approaches for people with learning disabilities and challenging behaviour
- Authors:
- BAKER Peter, SHEPARD John
- Journal article citation:
- Tizard Learning Disability Review, 10(2), April 2005, pp.12-15.
- Publisher:
- Emerald
The author comments on the article 'Positive behavioural support: definition, current status and future directions' in this issue of Learning Disability Review. He also highlights the challenges that exist in attempting to increase the access of people with learning difficulties who present challenging behaviour to positive behavioural support.
The management and treatment of challenging behaviours
- Authors:
- LOWE Kathy, et al
- Journal article citation:
- Tizard Learning Disability Review, 10(2), April 2005, pp.34-37.
- Publisher:
- Emerald
Considers the kinds of treatment available for people with learning disabilities and challenging behaviour. Draws on research data on the use of reactive strategies and behaviour plans for 235 children and adults rated by carers are extremely challenging, and 276 rated as very challenging, to identify any trends in the management and treatment of challenging behaviour. Finds and increase in written plans for adults but not for children, and no information on the extent to which plans are based on sound functional analyses and contain proactive as well as reactive strategies. Only half the plans were said to have been drawn with any support from behavioural specialists, and their was not discernible change in the use of reactive strategies.
Daniel can do: the story of a boy with D.C.D
- Authors:
- INSTITUTE OF EMARKEE Katharine (Director), HENDERSON Shelia (producer), MARKEE Ann (Producer)
- Publisher:
- University of London. Institute of Education
- Publication year:
- 2005
- Pagination:
- DVD, CD ROM
- Place of publication:
- London
This resource contains a DVD and accompanying CD-ROM . The CD-ROM provides a power point presentation which introduces the topic of children with Developmental Coordination Disorder (Dyspraxia) and highlights some of the practical and theoretical problems that need to be solved in order to help children with this condition. The film on the DVD shows how one boy with severe difficulties was helped to cope with his problems through changes to his environment. This resource has been developed primarily for use by professionals, though may also be of interest to parents.
Factors associated with the efficacy of a group intervention for anger in people with intellectual disabilities
- Authors:
- ROSE John, et al
- Journal article citation:
- British Journal of Clinical Psychology, 44(3), September 2005, pp.305-317.
- Publisher:
- Wiley
There is a growing literature that suggests cognitive behavioural interventions aimed at reducing inappropriately expressed anger by people with intellectual disabilities are effective. However, interventions provide little information about which aspects of the individual or their treatment may be contributing to the overall efficacy of the approach. In this study a group intervention is compared with a waiting list control. A cross-sectional regressional method was used to explore the relationship between change in a provocation inventory score over the course of an intervention and a number of other variables. Data was collected from 50 participants who attended a series of groups with the aim of reducing aggressive behaviour. This was compared with a waiting list control of 36. A 2 × 2 split plot ANOVA identified a statistically significant treatment effect. However, analysis examining clinical significance was more equivocal with only 11 of the individuals in the intervention group showing reliable change. Regression analysis indicated that 17.5% of the variance in change of provocation inventory scores could be accounted for by the independent variables. Immediately on completion of the group, being accompanied by a member of staff and increased receptive language scores contributed significantly to the variance. A reduction in provocation inventory scores immediately after the group was more likely to occur if the participant was accompanied by a member of staff who knew them and if they had a higher score on the test of receptive vocabulary. This pattern changed with time. The implications of the results will be discussed and the relatively large amount of variance that is not accounted for will also be considered.
The anger management project: a group intervention for anger in people with physical and multiple disabilities
- Authors:
- HAGILIASSIS Nick, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 30(2), June 2005, pp.86-96.
- Publisher:
- Taylor and Francis
Twenty-nine individuals were randomly assigned to an intervention group or a waiting-list comparison group. Individuals were based in the North West or South East Melbourne Metropolitan Region of Australia. The intervention comprised a 12-week anger management program, based on Novaco's (1975) cognitive-behavioural conceptualisation of anger, which incorporates adapted content and pictographic materials developed for clients with a range of disabilities. On completion of the program, clients from the intervention group had made significant improvements in their self-reported anger levels, compared with clients from the comparison group, and relative to their own pre-intervention scores. Treatment effects were maintained at 4-month follow-up. In contrast, there was an absence of measured improvements in quality of life. The results provide evidence for the program's effectiveness as an intervention for anger problems for individuals with a range of disabilities.
Fighting fit? An evaluation of health practitioner input to improve healthy living and reduce obesity for adults with learning disabilities
- Authors:
- CHAPMAN Melanie J., CRAVEN Michael J., CHADWICK Darren D.
- Journal article citation:
- Journal of Intellectual Disabilities, 9(2), June 2005, pp.131-144.
- Publisher:
- Sage
- Place of publication:
- London
People with learning disabilities are at high risk of obesity and consequent health risks. This study aimed to (1) describe levels of obesity for adults supported by learning disability services, and to (2) evaluate the effectiveness of health practitioner input with individuals with learning disabilities. Body mass index (BMI) was measured at 6 month intervals and change in BMI over time was compared between a non-input group and a group receiving practitioner input to improve healthy living. Initially 35 percent of the non-input sample was classified as clinically obese. Mean BMI increased over time for the non-input group at first, but decreased for the group that received practitioner input. The differences in weight change between the two groups reached statistical significance with a greater weight reduction in the input group. Implications for service provision are discussed.