Search results for ‘Subject term:"learning disabilities"’ Sort:
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Cognitive-behavioural intervention for people with intellectual disability and anxiety disorders
- Authors:
- DAGHAN Dave, JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.91-97.
- Publisher:
- Wiley
Distinct cognitive models and treatments have been developed for people without intellectual disability with a wide range of anxiety disorders. However, these have not been reported as applied to people with intellectual disabilities. In fact, much of the cognitive therapy literature for people with intellectual disabilities does not distinguish between different presentations of anxiety. The authors take the particular example of social phobia and describe the specific cognitive model and associated intervention developed for people without intellectual disabilities. They then consider research on the social context of people with intellectual disability and research on developmental factors predictive of anxiety and make suggestions for adaptation of treatment approaches. It is suggested that such an approach would be useful to apply to other anxiety presentations and to identify areas for further clinical and research development.
Is concept-mapping an effective method of introducing complex interventions into intellectual disability services?
- Authors:
- SJOUKES L., HARTELOH M., EVENHUIS H.M.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(2), June 2006, pp.133-135.
- Publisher:
- Wiley
As many adults with intellectual disability (ID) have an increased risk of low vision, ID service providers should play an active role in vision rehabilitation. However, low vision rehabilitation is a new and complex intervention for many providers in this field. To increase awareness of vision rehabilitation, it was proposed that the process of concept-mapping be tested to see whether it would lead to increased acceptance of vision rehabilitation. In this test, the use of concept-mapping appeared to be a satisfactory method for increasing awareness of professionals and middle managers of the complexity of vision rehabilitation, but it was found that it can only be useful for change if connected to a strategic decision by top management and the adoption of an action plan by the service provider.
Professional training in early intervention: a European perspective
- Author:
- PRETIS Manfred
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(1), March 2006, pp.42-48.
- Publisher:
- Wiley
Professional training in early childhood intervention (ECI), particularly additional certificates, degrees, or continuing education, is currently a major topic within European working groups. The complexity of ECI, including medical, pedagogical, psychological, and social involvement, the need for both family- and child-centered work, and the child's young age require professional skills that normally exceed standard professional training in the field. This article focuses on current efforts to define a "common ground" of ECI, focusing on the competencies and skills needed for successful early intervention. Common ground issues focus on personal competencies, the knowledge base, joining the family, individual intervention methods, and team-related activities. The author concludes that there is a strong need for a common professional ground in terms of philosophy, ethics, comparable standards, and evidence-based intervention methods. Recent European efforts have been focusing on this common ground by designing a common "passport on the professional training" in ECI.
Working with the support network: applying systemic practice in learning disabilities services
- Authors:
- jENKINS Rosemary, PARRY Rhonwen
- Journal article citation:
- British Journal of Learning Disabilities, 34(2), June 2006, pp.77- 81.
- Publisher:
- Wiley
This article presents a model of practice termed 'Network Training' which describes a structured approach to working with the network of support around an individual with learning disabilities. Within learning disability services there are many contexts in which the support system has opportunities to come together. For example, care management review meetings; person centred planning meetings and a multitude of clinical and service forums. However, each would have its own purpose and agenda ultimately impacting on the extent to which people within to system can contribute to resolving issues pertinent to the person with learning disabilities. The authors describe a model of practice we have developed over several years. Systemic theory has influenced the way in which we practice. Using a case example, a model of the Network Training process is outlined. Reference is made to the role of the facilitator and the authors' clinical experiences of using this approach. Issues of evaluation are also discussed.
In response to Lindsay and Emerson
- Author:
- STURMER Peter
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.125-129.
- Publisher:
- Wiley
The author replys to comments by Lindsay and Emerson on his article 'On some recent claims for the efficacy of cognitive therapy for people with intellectual disabilities'. The author argues that their comments related mostly behaviour, analytic conceptions of human behaviour and therapy. He argues that radical behaviourism addresses many of his concerns relating to private behaviour and his cognitive analysis of the private behaviour of offenders with intellectual disabilities. Cognitive explanations of behaviour can readily be reformulated in behaviour analytic terms. Emerson's comments mostly concern the external validity of applied behaviour analysis (ABA) research, the cost–benefit analysis of ABA interventions, the relevance of outcome research to public policy and the apparent narrowness of outcome variables used in ABA outcome research. The author argues that treatment efficacy is a necessary condition for cost efficacy and the only other approach that currently has evidence of efficacy is anger management, although that is based on a very small literature. Studies have addressed the cost efficacy of ABA interventions for some common problems, but no studies are available for cost efficacy of non-behavioural research. The limitations in the outcome literature for ABA should be judged against the general absence of evidence from controlled studies for non-behavioural treatment. The author concludes that the balance of evidence continues to favour selection of behavioural treatments.
Project STOP: cognitive behavioral assessment and treatment for sex offenders with intellectual disability
- Authors:
- NEZU Christine Maguth, GREENBERG Jeffrey, NEZU Arthur M.
- Journal article citation:
- Journal of Forensic Psychology Practice, 6(3), 2006, pp.87-103.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
This article provides relevant background concerning the prevalence, characteristics and vulnerabilities of intellectually disabled (ID) sex offenders, as well as scientifically-informed guidelines for assessment and treatment. Specifically, the authors suggest assessment methods concerning the various areas of vulnerability associated with sex offending risk, with emphasis on dynamic or changeable areas of vulnerability. Treatment guidelines are consistent with an individualized case formulation approach aimed at changing each individual's unique area of vulnerability. They provide a description of Project STOP, as a case example of these principles. A program evaluation of this project revealed a low rate of recidivism and a high degree of treatment adherence. Finally, the authors propose which elements of the case formulation approach appear to be associated with successful outcome. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Everyday activity settings, natural learning environments, and early intervention practices
- Authors:
- DUNST Carl J., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(1), March 2006, pp.3-10.
- Publisher:
- Wiley
Findings from two American studies examining the parent and child outcomes associated with different ways of conceptualizing natural learning environment early intervention practices are presented. One sample in each study was asked to indicate the extent to which early intervention practitioners implemented their interventions in everyday family or community activities, and one sample in each study was asked to indicate the extent to which everyday family or community activities were used as sources of child learning opportunities. Results from both studies showed that using everyday activities as sources of children's learning opportunities were associated with positive benefits, whereas practitioners' implementing their interventions in everyday activities showed little or no positive benefits, and in several cases, had negative consequences. Results are discussed in terms of the need to carefully consider how and in what manner natural learning environment practices are operationalized by early intervention practitioners.
WORKSTEP modernisation funds evaluation
- Authors:
- PURVIS Ann, et al
- Publisher:
- Corporate Document Services; Great Britain. Department for Work and Pensions
- Publication year:
- 2006
- Pagination:
- 73p., bibliog.
- Place of publication:
- Leeds
WORKSTEP is part of a broad range of schemes funded by the Department for Work and Pensions (DWP), which aims to help disabled people find and retain work. These programmes are managed by Jobcentre Plus, an executive agency of DWP, and provided by a range of organisations in the public, private and not-for-profit sector. WORKSTEP was introduced in April 2001, and incorporated a number of key changes to its predecessor, the Supported Employment Programme, all of which aimed to modernise service provision. The changes embodied in the WORKSTEP programme were a significant challenge for existing service providers and in recognition of this, the Government announced an allocation of £37.2 million in Programme Modernisation Funding, available over a period of three years. The overall aim of the Funds was to both stimulate and enable change to occur within existing provider organisations, making them better placed to deliver WORKSTEP. This report presents the findings of research on WORKSTEP Modernisation Funds, aiming to evaluate the delivery of the funding and the nature and impact of activities and investments arising from it. The research was carried out by the Centre for Public Policy during 2005, and it linked into their evaluation of the WORKSTEP Programme. It involved interviews with Jobcentre Plus and provider organisation staff and an analysis of Modernisation Project documentation. The research examined the background to the Modernisation Funds initiative, the promotion and administration of the Funds, and reviewed the range of initiatives that were supported.
BILD code of practice for the use of physical interventions: a guide for trainers and commissioners of training
- Author:
- BRITISH INSTITUTE OF LEARNING DISABILITIES
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2006
- Pagination:
- 37p., bibliog.
- Place of publication:
- Kidderminster
- Edition:
- 2nd ed.
Around half of all people with learning disabilities and challenging behaviour are subject to physical interventions. High quality training, to increase staff skills and confidence and reduce injuries among staff and people who use services, is therefore critical. The BILD Code of Practice provides guidance for trainers and commissioners of training who support adults and children with: a learning disability; an autistic spectrum condition; special educational needs; and behavioural, emotional and social difficulties. An important reference document since its first publication in 2001, the Code is based on consultation with the Department of Health, the Department for Education and Employment, the Health and Safety Executive and trainers. It has been revised and updated to take account of developments in the field of behaviour management and includes guidance on: policies, best interest criteria, techniques for physical intervention, and health and safety, and professional conduct
Physical intervention with people with intellectual disabilities: the influence of cognitive and emotional variables
- Authors:
- DAGNAN Dave, WESTON Clive
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(2), June 2006, pp.219-222.
- Publisher:
- Wiley
This study examines the relationship between the topography of challenging behaviour, subsequent attributions and emotional responses, with whether carers use physical intervention and their satisfaction with their intervention. Thirty-seven carers described incidents where a person with an intellectual disability had exhibited verbal or physical aggression. The carer rated attributions of controllability, internality, globality and stability, global evaluations of the person's behaviour and of the persons themselves, emotions of anger and sympathy, and satisfaction with their intervention. The topography of the aggressive behaviour (verbal or physical) and the topography of the intervention (physical intervention or non-physical intervention) were coded from accounts of the incident given by carers in the interview. Attributions of control and internality were significantly associated with less satisfaction with intervention. People who presented with physical aggression were evaluated more negatively. However, only the topography of the behaviour (whether the incident was verbal or physical aggression) was associated with the use of physical intervention. This study did not find a relationship between cognitive-emotional variables and the topography of intervention. However, relationships between cognitive variables and satisfaction with intervention were observed. Implications for research and clinical work are discussed.