Search results for ‘Subject term:"learning disabilities"’ Sort:
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Professional carers’ experiences of caring for individuals with intellectual disability and dementia: a review of the literature
- Authors:
- CLEARY Josephine, DOODY Owen
- Journal article citation:
- Journal of Intellectual Disabilities, 21(1), 2017, pp.68-86.
- Publisher:
- Sage
- Place of publication:
- London
The number of people with intellectual disability living into old age and developing dementia continues to increase. Dementia presents a wide range of challenges for staff due to progressive deterioration. This article presents the findings from a narrative literature review of professional caregivers’ experiences of caring for individuals with intellectual disability and dementia. Seven electronic databases were searched using Boolean operators and truncation to identify relevant literature. Search results were combined and narrowed to articles relevant to staff working with individuals with intellectual disability and dementia, and 14 articles met the criteria for review. Themes outlined in the review include staff knowledge of dementia, staff training in dementia, caregiving, challenging behaviour, pain management, mealtime support and coping strategies. Overall carers must review and adjust their care delivery and support to people with intellectual disability and dementia, not only in terms of identifying and responding to their health needs but also through collaborative team working within and across services. (Edited publisher abstract)
Goal planning for adults with a mental handicap: outcome research, staff training and management
- Author:
- STURMEY P.
- Journal article citation:
- Mental Handicap Research, 5(1), 1992, pp.92-108.
- Publisher:
- BIMH Publications
Reviews the research literature, identifying groups in research methods and lack of evaluation in the outcome studies; discusses promising developments in staff training methods.
Training direct care staff working with persons with intellectual disabilities and challenging behaviour: a meta-analytic review study
- Authors:
- KNOTTER Maartje H., et al
- Journal article citation:
- Aggression and Violent Behavior, 40, 2018, pp.60-72.
- Publisher:
- Elsevier
Two separate meta-analyses were conducted to examine (1) the effects of training programs on the behaviour of direct care staff working with clients with ID who present challenging behaviour problems (predominantly aggressive and violent behaviour), and (2) the effects of staff training on the challenging behaviour of their clients with ID. A 3-level random effects model was used for both meta-analyses to account for both within and between study variance. Results showed that staff training was moderately effective in changing staff behaviour, but no convincing evidence was found for an effect on the reduction of challenging behaviour of persons with ID. The type, content and goal of training did not moderate the effects of staff training, whereas sample and study characteristics (e.g., sex participant or year of publication) did. The way a training program is delivered to staff may be much more important than characteristics of a training. (Edited publisher abstract)
A critical review of current police training and policy for autism spectrum disorder
- Author:
- HEPWORTH Diana
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 8(4), 2017, pp.212-222.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to critically review the current police training and criminal justice policy regarding the treatment of suspects with autism spectrum disorder (ASD) during the initial stages of the criminal justice system (CJS), and provide potential policy reform and areas for further research. Design/methodology/approach: By reviewing extant literature, research and policy documents, this paper provides a critical review of the current policy and training for dealing with suspects with ASD in the current CJS in England and Wales for suspects with ASD. Findings: This paper proposes that current policy and police staff training is insufficient during all initial stages of the criminal justice process. Although there are emerging policies and schemes which are promising, they require further research and national participation. Policy reform and improved training is required to ensure minimal opportunities for miscarriages of justice to those individuals with ASD. Originality/value: This paper provides a chronological journey through the initial stages of the CJS in England and Wales for a suspect with ASD, and the challenges that they may face. Suggestions are made based on criminological and psychological research to remedy the potential opportunities for miscarriages of justice. (Publisher abstract)
Invasive clinical intervention education for social care support workers of adults: a review of the current literature
- Authors:
- HOYLE Louise, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 14(3), 2017, pp.240-250.
- Publisher:
- Wiley
As with the general population, people with intellectual disabilities are ageing, are living longer often with coexisting complex needs and with more requiring care and support. The focus of care is community-based rather than institutional and it is therefore necessary to ensure that the workforce responsible for delivering care has the appropriate knowledge and skills to safely deliver the interventions required. The aim of this review is to evaluate the scope of invasive clinical interventions (ICIs) that social care support workers (SCSWs) are currently delivering and the preparation received to undertake these procedures or the knowledge held about the intervention. A search of educational, health, psychology, and social science databases was conducted, using a variety of combinations of search words to detect relevant literature. Only five studies published between 1999 and 2013 were identified and included in the review. The evidence shows that education can improve social carers' knowledge and when education is undertaken it needs to involve both a theoretical and practice-related component. The current evidence is limited due to the small number of studies identified and the limitations of the study designs that were adopted. More research is required to identify whether ICIs currently being delivered by these SCSWs and the effectiveness and appropriateness of the education staff are receiving in relation to these. (Publisher abstract)
The efficacy of interventions designed to prevent and protect people with intellectual disabilities from sexual abuse: a review of the literature
- Authors:
- BRUDER Corinna, KROESE Biza Stenfert
- Journal article citation:
- Journal of Adult Protection, 7(2), August 2005, pp.13-27.
- Publisher:
- Emerald
This paper reviews the clinical interventions used to address the vulnerability of people with intellectual disabilities to sexual abuse. Prevalence of sexual abuse for this group is discussed. Factors that are considered to put people with intellectual disabilities at an increased risk of sexual abuse are also discussed. As the teaching of protection and prevention skills to adults and children with intellectual disabilities has been put forward as an effective intervention to help avoid sexual abuse, a review of nine studies that attempted to evaluate such intervention programmes is carried out. It is concluded that adults with intellectual disabilities can successfully be taught skills to prevent and protect themselves from sexual abuse. However, issues around the generalisation and the maintenance of acquired skills have to be considered. Recommendations for future research are made. Finally, the clinical implications of the results of this review are discussed.
Teaching food preparation skills to people with intellectual disabilities: a literature overview
- Authors:
- LANCIONI Giuilo E., O'REILLY Mark F.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(3), September 2002, pp.236-253.
- Publisher:
- Wiley
Food preparation skills are considered very relevant for people with intellectual disabilities. This article reviews research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies.Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards.The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.
Staff behaviour and its implications for people with learning disabilities and challenging behaviours
- Authors:
- HASTINGS Richard P., REMINGTON Bob
- Journal article citation:
- British Journal of Clinical Psychology, 33(4), November 1994, pp.423-438.
- Publisher:
- Wiley
Reviews the research literature on the behaviour of staff, especially in relation to interactions with people with challenging behaviours. Finds empirical evidence to support the hypothesis that staff actions affect clients' challenging behaviours. In addition, studies of staff behaviour show that their behaviour is often counter-habilitative. Firstly, staff spend little time interacting with clients and the quality of these interactions is often poor. Secondly, observational studies have shown that staff respond intermittently to challenging behaviours, and self-report studies indicate that many of these responses are of a nature that may reinforce such behaviours. Finally, evidence suggests that behavioural programmes for clients with challenging behaviours are rare and where they do exist they are often not carried out by staff.
HIV-AIDS: a social work perspective
- Editors:
- BAMFORD Margaret, GAITLEY Roger, MILLER Riva
- Publisher:
- British Association of Social Workers
- Publication year:
- 1988
- Pagination:
- 125p., bibliog.
- Place of publication:
- Birmingham
An introduction to HIV_AIDS for social workers, and guidelines for counselling those affected. Includes the Kensington and Chelsea SSD guidelines for care of people with AIDS.