Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 10
Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS—LD)
- Authors:
- ASHOK Roy, et al
- Journal article citation:
- British Journal of Psychiatry, 180, January 2002, pp.61-66.
- Publisher:
- Cambridge University Press
Frequent impaired social functioning, problems with communication and associated physical conditions meant that a bespoke instrument was needed for people with learning disabilities. This article describes the development of the Health of the Nation Outcomes Scales for People with Learning Disabilities (HoNOS—LD).
Evaluating service users’ experiences using Talking Mats®
- Authors:
- STEWART Kitty, BRADSHAW Jill, BEADLE-BROWN Julie
- Journal article citation:
- Tizard Learning Disability Review, 23(2), 2018, pp.78-86.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to establish the effectiveness of Talking Mats® (TM) in evaluating service users’ experiences, and explore their views of the implementation of person-centred active support (PCAS). Design/methodology/approach: This is a mixed-methods study, employing qualitative interviewing and observational measures. Findings: Both qualitative and quantitative measures indicated inconsistent implementation of PCAS. It was possible to effectively gain participants’ views on positive and negative aspects of quality of support and quality of life, using TM, across three themes, My life, My support and Self-determination. Research limitations/implications: Generalisability of the research may be limited due to the sample, and the potential for researcher and interviewer bias is acknowledged. Practical implications: TM provides a mechanism that may facilitate the inclusion of the views and experiences of people with intellectual and developmental disability (PWIDD) who have limited verbal skills. Their views need to be reflected in adaptions made to PCAS. Originality/value: This study included a population who are often left out of qualitative research because of the methodologies adopted. It also included older PWIDD, where there has been less research about the effectiveness of TM. (Edited publisher abstract)
Development of self-help, language, and academic skills in persons with Down syndrome
- Authors:
- DE GRAAF Gert, DE GRAAF Erik
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(2), 2016, p.120–131.
- Publisher:
- Wiley
Using visual analysis by means of scatterplots, correlational analysis, and linear regressions, the authors explored the skills of individuals with Down syndrome in the areas of self-help, language, academics, and computer skills. By combining data of several Dutch studies, they obtained 1,252 different observations made by parents on 862 individuals, aged <1–35 years. Research shows advancement in language skills up to the age of 12, with plateauing afterward. In contrast, self-help skills still increase in adolescence and young adulthood. Academics and computer skills improve up to the age of 14. However, less developed academic skills (and computer skills) of adolescents and young adults appear to be a generational difference, rather than a loss of acquired skills. In their analysis, the authors differentiated between students with a primarily regular school career vs. those with a primarily special school career. In addition, in both groups, the studies were differentiated between students with an IQ >50 vs. an IQ between 35 and 50. The comparison between the various subgroups revealed that children with special education backgrounds in the higher IQ range demonstrated less advanced academic skills than children with regular education backgrounds in the lower IQ range. This suggests that regular education is more stimulating for academic skill development. Using age, “school career,” and IQ (<35; 35–50; 50–60; 60–70; >70) as predictors, regressions confirmed this conclusion. The authors conclude that their analyses show that the shift in the early 1990s in the Netherlands toward more inclusion in education for students with Down syndrome has led to better outcomes in academic skill development for these students. (Publisher abstract)
The Health Equalities Framework (HEF): an outcomes framework based on the determinants of health inequalities
- Author:
- ATKINSON Dave
- Publishers:
- National Development Team for Inclusion, Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2013
- Pagination:
- 125
- Place of publication:
- Bath
Provides a way for all specialist learning disability services to agree and measure outcomes with people with learning disabilities. The framework recognise five discernible determinants of the health inequalities commonly experienced by people with learning disabilities: social determinants, genetic and biological determinants, communication difficulties and reduced health literacy, personal health behaviour and lifestyle risks, deficiencies in access to and quality of health provision. Against each determinants the framework identifies and describes a set of indicators and assesses their impact. The document also includes: a commissioning guide, which places the HEF within the national commissioning context, and sets out other evidence and information sources that can be used to measure the impact of local services; a framework for identifying evidence based commissioning intentions and service priorities, to help commissioners summarise evidence of health inequalities locally, priorities for action, plans to reduce health inequalities, and evidence of change; the eHEF user manual, a Microsoft Excel-based tool that has been designed to support the framework; the Health Equalities Framework – a guide for family carers, which provides guidance for families who may wish to use the HEF independently of service providers/commissioners; and the HEF – an accessible guide for people with learning disabilities, who may wish to use the HEF to review their own situation. (Edited publisher abstract)
Commentary on “From ‘what do you do?’ to ‘a leap of faith’: developing more effective indirect intervention for adults with learning disabilities”
- Author:
- REYNOLDS Sharron
- Journal article citation:
- Tizard Learning Disability Review, 18(2), 2013, pp.84-87.
- Publisher:
- Emerald
Purpose – The purpose of this paper is to provide a commentary on Alix Lewer's and Celia Harding's research on the factors influencing the success of speech and language therapy intervention in residential homes and day centres for people with learning disabilities. Design/methodology/approach – The article reflects on the issues raised by Lewer and Harding, in the light of the literature on implementation and the author's own research on the implementation of behaviour support plans. Findings – Similar barriers underlie problems of implementation of programmes related to communication and behaviour support. Originality/value – Professionals need to improve their understanding of implementation problems and ensure that their role includes providing support to frontline staff to initiate and maintain changed practices. (Publisher abstract)
Learning outcomes for students of school leaving age in special schools: a preliminary study of stakeholders' perceptions
- Author:
- DOWRICK Magaret K.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.293-305.
- Publisher:
- Taylor and Francis
A process was developed for ascertaining and measuring desirable learning outcomes for Australian students of school leaving age attending special schools. This paper reports upon the first part of the process, which involved a wide range of stakeholder representatives (including teachers, teachers' aides, principals, parents, Technical and Further Education (TAFE) teachers, community representatives and the students) being brought to the point of consensus as to what the outcomes should be. The process was applied in three special schools and the overall findings are discussed. While the three stakeholder groups identified over 30 outcomes as desirable for their students, the seven most important learning outcomes were Communication, Community Living, Financial Management, Independent Living, Interpersonal Skills, Literacy and Personal Development. The stakeholder representatives collectively identified 93 representative indicators (or teaching objectives) from these seven outcomes.
Passive activities: the effectiveness of multisensory environments on the level of activity of individuals with profound multiple disabilities
- Authors:
- VLASKAMP Carla, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(2), June 2003, pp.135-143.
- Publisher:
- Wiley
The use of multisensory environments (MSEs) is perceived to be important for individuals with profound and multiple disabilities, although there is limited research on the efficacy of the procedures. After a search of the literature, numerous positive outcomes of MSEs were described. Our research aimed to determine whether the use of an MSE, when applied to increase the level of alertness and interaction, actually leads to this effect. A total of 15 facilities in the Netherlands and Belgium agreed to participate in the investigation. Information was gathered on the use of MSE by 177 individuals. For 62 persons, an increase of level of activity was the only stated goal. We randomly selected 20 persons out of this group for observation, using momentary time sampling as a means to relate multisensory experiences to the level of alertness and interaction. The results of our study show that in general there is little evidence for an increase in activity levels as a result of MSE. There is, however, a relation between the level of activity and contextual variables. In particular, people with profound multiple disabilities have strong responses towards stimuli provided by members of staff (touching, talking to the person). In general, the living unit is as good a place as the MSE for promoting alertness and interactions. The influence of materials on the level of activity is limited.
Assessing and intervening in the communication environment
- Author:
- BRADSHAW Jill
- Journal article citation:
- British Journal of Learning Disabilities, 26(2), 1998, pp.62-66.
- Publisher:
- Wiley
Describes an approach to implementing a total communication environment with a man who has severe learning disabilities, a profound hearing loss and challenging behaviour. This involved teaching the staff team visual modes of communication and supporting staff to use these methods. The intervention was evaluated by conducting observations of the communications acts taking place prior to and one year after the intervention.
Planning and support for people with intellectual disabilities: issues for case managers and other professionals
- Editors:
- BIGBY Christine, FYFFE Chris, OZANNE Elizabeth, (eds.)
- Publisher:
- Jessica Kingsley
- Publication year:
- 2007
- Pagination:
- 308p.
- Place of publication:
- London
The authors outline the skills needed and common issues in case management practice across a range of people with different disabilities at different stages of their life. Emphasising the importance of taking a rights-based approach to supporting people with learning disabilities, the authors argue that effective case management needs to be individualised and carried out in partnership with the individual and their family in order to draw up a lifestyle plan that meets their many needs, including employment, education, vocational training, therapy and behaviour support. The book includes chapters on inter-agency and cross-sector negotiation and collaboration, balancing rights and protection, listening to individuals and families, communication, optimising health outcomes, approaches to behaviour support, ethical decision-making and reflective supervision, and the text is complemented by case studies throughout.
Using individualised communication for interviewing people with intellectual disability: a case study of user-centred research
- Authors:
- CAMBRIDGE Paul, FORRESTER-JONES Rachel
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(1), March 2003, pp.5-23.
- Publisher:
- Taylor and Francis
The importance of participative research methodologies is now widely acknowledged. A case study using individualised communication for interviewing people with intellectual disability in outcome and quality of life research is reported. The methodology and processes employed are described and lessons for the wider application of the model identified. In collaboration with Somerset Total Communication and local speech and language therapists, researchers from the Tizard Centre developed a flexible communication strategy for involving service users, drawing on core, local and individual vocabularies and using signs, graphic symbols and photographs to supplement spoken English. Individualised communication was used both to ascertain informed consent to participation in the research and to conduct the user interview. The initiative was part of a wider study looking at the outcomes and costs of community care 12 years on from de-institutionalisation. The approach was found to facilitate user participation compared with previous follow-ups, with wider lessons evident for user involvement.