Search results for ‘Subject term:"learning disabilities"’ Sort:
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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.
Mothers with intellectual limitations and their 2-year-old children's developmental outcomes
- Authors:
- KELTNER Bette R., WISE Lillian A., TAYLOR Gloria
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 24(1), March 1999, pp.45-47.
- Publisher:
- Taylor and Francis
Describes a study to quantify the risk for development delay in young children born to mothers with intellectual limitations in the USA and controls for the confounding effects of poverty. Results supported previous research that found that children born to mothers with intellectual limitations were more likely to experience development disability. Results suggest that poverty is not a main effect risk factor for children born to mothers with intellectual limitations. Concludes that some mothers with intellectual limitations need specific parenting support to promote the development of their children.
The efficacy of VIPP-V parenting training for parents of young children with a visual or visual-and-intellectual disability: a randomized controlled trial
- Authors:
- PLATJE Evelien, et al
- Journal article citation:
- Attachment and Human Development, 20(5), 2018, pp.455-472.
- Publisher:
- Taylor and Francis
Video-feedback Intervention to promote positive parenting-visual (VIPP-V) or visual-and-intellectual disability is an attachment-based intervention aimed at enhancing sensitive parenting and promoting positive parent–child relationships. A randomized controlled trial was conducted to assess the efficacy of VIPP-V for parents of children aged 1–5 with visual or visual-and-intellectual disabilities. A total of 37 dyads received only care-as-usual (CAU) and 40 received VIPP-V besides CAU. The parents receiving VIPP-V did not show increased parental sensitivity or parent–child interaction quality, however, their parenting self-efficacy increased. Moreover, the increase in parental self-efficacy predicted the increase in parent–child interaction. In conclusion, VIPP-V does not appear to directly improve the quality of contact between parent and child, but does contribute to the self-efficacy of parents to support and to comfort their child. Moreover, as parents experience their parenting as more positive, this may eventually lead to higher sensitive responsiveness and more positive parent–child interactions. (Edited publisher abstract)
Parents with learning disabilities: a study of gender and cultural perspectives in East London
- Authors:
- O'HARA Jean, MARTIN Hemmie
- Journal article citation:
- British Journal of Learning Disabilities, 31(1), 2003, pp.18-24.
- Publisher:
- Wiley
The rights of people with learning disabilities to marry and have a family is at the heart of the Government's new strategy (Valuing People), yet there are few integrated and co-ordinated services to meet their needs. All too often, learning disability is the sole reason why children are removed from their biological parents. Whilst there is a small but growing literature on the quality and extent of the social supports available, little attention has been paid to culture and gender. This study analyses data on parents who came into contact with the specialist community learning disability health team in East London over a 5-year period in respect of culture, gender and outcomes.
Developmental profiles of children born to mothers with intellectual disability
- Authors:
- McCONNELL David, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(2), June 2003, pp.122-134.
- Publisher:
- Taylor and Francis
The developmental status of 37 pre-school aged children born to mothers with intellectual disability was assessed and the relationship between developmental status and selected child, maternal and home/environment characteristics was examined. The developmental status of the children varied markedly. Controlling for possible organic pathology, the development of these children did not vary significantly from age-norm expectations in four domains: physical, self-help, social and academic. No statistically significant correlation was found between developmental status and characteristics of the mother or home/environment. The key to prevention may lie in the provision of suitable antenatal and maternity services to ensure the best possible birth outcomes.
Facilitating transition: elements of successful case management practice for older parents of adults with intellectual disability
- Authors:
- BIGBY Christine, OZANNE Elizabeth, GORDON Meg
- Journal article citation:
- Journal of Gerontological Social Work, 37(3/4), 2002, pp.24-43.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The increased life expectancy of people with intellectual disability raises the dual issues of supporting aging parental carers to continue in their role and ensuring a smooth transition for middle-aged adults with intellectual disability to non-parental care. However, few services are specifically designed to respond to these issues and older carers are not generally dissagregated from other groups. This paper reports on an evaluation that examined the characteristics of these families, the outcomes for carers and adults, and the strategies adopted to achieve these. The elements of successful case management practice with older carers demonstrated in the programs were proactivity and prevention with a dual emphasis on maintenance and change for both the carer and their adult child with intellectual disability. Demands on carers were reduced by the introduction of formal services such as “recreation as respite” whilst the environmental demands for adults were increased, thus effecting change and providing vital ingredients for preparation for the future.
Growing up with parents who have learning difficulties
- Authors:
- BOOTH Tim, BOOTH Wendy
- Journal article citation:
- Childright, 136, May 1997, pp.8-9.
- Publisher:
- Children's Legal Centre
Reports on a study exploring the experience of children brought up in a family headed by a parent or parents with learning difficulties. Drawing on in-depth interviews with 30 now-adult children, the researchers challenge many common assumptions about risk and outcomes of such an upbringing.