Search results for ‘Subject term:"learning disabilities"’ Sort:
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Changing behaviour through relocation
- Author:
- MACLEOD Fiona
- Journal article citation:
- Nursing Times, 27.9.01, 2001, pp.40-41.
- Publisher:
- Nursing Times
Looks at how a move into a community home has altered the behaviour of four people with learning disabilities.
Through the eye of the Cyclops: evaluating a multi-sensory intervention programme for people with complex disabilities
- Authors:
- MITCHELL Jillian R., van der GAAG Anna
- Journal article citation:
- British Journal of Learning Disabilities, 30(4), December 2002, pp.159-165.
- Publisher:
- Wiley
The aim of this study was to investigate the effectiveness of Odyssey Now (ON), a multi-sensory programme designed for use with people with learning disabilities. A combination of qualitative methods was used to assess levels of interaction and engagement in two individuals with severe / profound learning disabilities. Increases in interaction and engagement were observed during the ON sessions. Individuals interacted more with their environments during these sessions than they did during other, 'routine' activities. Staff also observed positive changes in the participants over time.
Using relaxation techniques to manage disruptive behaviour
- Author:
- DEAKIN Martin
- Journal article citation:
- Nursing Times, 26.4.95, 1995, pp.40-41.
- Publisher:
- Nursing Times
Describes five techniques used in a day centre to address the problem of disruptive behaviour by people with learning difficulties and challenging behaviour.
Promoting social scaffolding behaviors in staff members and peer‐directed behaviors among persons with profound intellectual and multiple disabilities: an intervention study
- Authors:
- NIJS Sara, VLASKAMP Carla, MAES Bea
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 15(2), 2018, pp.124-135.
- Publisher:
- Wiley
Persons with profound intellectual and multiple disabilities (PIMD) present limited peer‐directed behaviours toward their peers with PIMD. It is not clear how staff can facilitate and promote the mutual peer‐directed behaviours between persons with PIMD. The study explores if peer‐directed behaviours among persons with PIMD can be increased by an intervention that is focused on training the staff in providing social scaffolding behaviours toward their clients. An A‐B‐B′‐C design was used in this study. A baseline condition was followed by two intervention conditions and a follow‐up. Four staff members participated in a training in which they were informed about peer interactions in persons with PIMD and learned how to promote these interactions. They developed a peer interaction supportive activity. This activity was provided to two persons with PIMD for 10 weeks. Social scaffolding behaviours of staff as well as peer‐directed behaviours of persons with PIMD were coded during videotaped observations. A significant increase of social scaffolding behaviours of staff members was observed during the intervention with a significant decrease at follow‐up. Significantly, more singular and fewer multiple peer‐directed behaviours of persons with PIMD were observed during the intervention. Both singular and multiple peer‐directed behaviours decreased again at follow‐up. A short training of staff members already positively affects their social scaffolding behaviours and increases the amount of peer‐directed behaviours of persons with PIMD. However, the amount of both behaviours decreased again at follow‐up. This argues to broadly apply this training in services and schools for persons with PIMD and to complement it with continuing staff coaching on this topic. (Edited publisher abstract)
Identifying the extent of challenging behaviour in adult learning disability services
- Authors:
- HAYDEN Carol, STEVENS Martin
- Journal article citation:
- British Journal of Social Work, 34(6), September 2004, pp.811-829.
- Publisher:
- Oxford University Press
This article presents one part of the findings of an ongoing study that set out to investigate and explain the extent of challenging behaviour in twenty-one social service run day and residential services in one large county authority in England. This part of the study reports on staff perceptions of problematic behaviour from service users. It uses staff reports of levels of problematic behaviour as indicative of potentially challenging behaviour. The study uses an adapted version of an established instrument, the BPI (Behaviour Problems Inventory), as a survey tool completed by staff for all service users in a one-month period (January 2000). The findings of this exercise are based on 1,390 service users, near to a census at the time of the survey. The study shows ‘non-compliance’ to be the most problematic and prevalent behaviour from the point of view of staff. Overall the research illustrates a split between the majority of service users who present staff with problematic behaviour in a relatively minor to moderate way and a small group of individuals (less than 2 per cent) who present much more extreme behaviour. Brief reference is made to other data collected in the study when it helps in the interpretation of the behaviour patterns identified by the BPI.
Creating a responsive environment: for people with profound and multiple learning difficulties
- Author:
- WARE Jean
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 136p.,bibliog.
- Place of publication:
- London
- Edition:
- 2nd
This revised and updated second edition aims to enable teachers and care staff working with people with PMLD in any context to create a positive interactive environment for the people with whom they work. Using information from research and from everyday practice, the author discusses the different aspects of a responsive environment and suggests practical strategies that staff can use to create such an atmosphere.
Smart but stuck: emotional aspects of learning disabilities and imprisoned intelligence
- Author:
- ORENSTEIN Myrna
- Publisher:
- Haworth Press
- Publication year:
- 2001
- Pagination:
- 228p.,bibliog.
- Place of publication:
- Binghamton, NY
- Edition:
- Rev. ed.
This book is intended for psychotherapists, social workers, educators, and combines research in twenty case studies. The book discusses why and how these individuals with learning disabilities are misunderstood and how shame and fear can lead to an imprisoned intelligence. Examining learning gaps in children and adults, the book seeks to recognize learning strengths and weaknesses and to face the challenge of successfully coping with them, and helping clients to overcome them.
The impact of service user cognitive level on carer attributions for aggressive behaviour
- Authors:
- TYNAN Hannah, ALLEN David
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(3), September 2002, pp.213-223.
- Publisher:
- Wiley
This article is based on a study designed to test the hypothesis that carer attributions for aggressive behaviour vary according to a service user's severity of intellectual disability. Forty-two residential care staff participated in an investigation examining the effects of the level of a service user's intellectual disability on causal attributions for their aggressive behaviour. Equal numbers of participants were assigned to either a 'mild disability' or a 'severe disability' condition and required to read a vignette depicting a service user with aggressive challenging behaviour. The service user depicted in the mild disabilities condition was perceived to have significantly greater control over factors causing the aggressive behaviour than the service user in the severe disabilities condition. Participants in the severe disabilities condition considered the aggression to be significantly more challenging. Learned behaviour and emotional causal models of aggressive behaviour were favoured, whilst the physical environment account was seen as least appropriate. Additionally, the biomedical model was rated as significantly more applicable in the severe disability condition than in the mild disability condition.
A randomized controlled trial of the efficacy of a cognitive-behavioural anger management group for clients with learning disabilities
- Authors:
- WILLNER Paul, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(3), September 2002, pp.224-235.
- Publisher:
- Wiley
This article describes a trial where 14 clients with learning difficulties were randomly assigned to an anger management group for treatment. Treatment included brainstorming, role playing and homework. Topics included the triggers that evoke anger; physiological and behavioural components; and cognitive strategies to avoid the onset of anger.
Inter-informant agreement on the motivation assessment scale: another failure to replicate
- Authors:
- THOMPSON Sarah, EMERSON Eric
- Journal article citation:
- Mental Handicap Research, 8(3), 1995, pp.203-208.
- Publisher:
- BIMH Publications
Evaluates the inter-informant agreement on the Motivation Assessment Scale across 42 topographies of challenging behaviour in five children with severe intellectual disabilities. The results revealed unacceptably low levels of inter-informant agreement on the purported behavioural function of the rated challenging behaviours.