Search results for ‘Subject term:"learning disabilities"’ Sort:
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King of creative music
- Author:
- NICKALLS Susan
- Journal article citation:
- Third Force News, 20.3.98, 1998, pp.8-9.
- Publisher:
- Scottish Council for Voluntary Organisations
Outlines the creative music courses run at St Andrews University's School of Psychology for care staff who work with people with learning difficulties, and discusses their benefits.
Evaluation of the impact of supervisory support on staff experiences of training
- Authors:
- KOSKI Katja, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.77-84.
- Publisher:
- Emerald
Purpose: This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach: The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings: Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value: Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished. (Publisher abstract)
Interactive training: supporting people with severe and profound intellectual disabilities in meaningful activity
- Author:
- TOOGOOD Sandy
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 80p., CD ROM
- Place of publication:
- Brighton
This training pack has been developed to train staff and help them develop skills to support people with learning disabilities in their daily lives at home. The interactive training includes person-centred orientation, positive behaviour support, and active support, all of which will increase positive engagement. Part 1 of the pack provides an overview of manual and looks at when and how to use interactive training. Part 2 covers organising and leading interactive training, including giving feedback and coaching. Part 3 looks at follow-up, writing training summaries, outcomes and oral presentation. Part 4 provides details on training the trainers in workshop-based simulation training. Forms, sheets and handouts are also included. The training pack will be of interest to professional and supervisory staff, practitioners, psychologists, nurses, social workers, occupational therapists, professional trainers.
Chance is a fine thing
- Author:
- MAPP Sue
- Journal article citation:
- Community Care, 8.9.94, 1994, p.28.
- Publisher:
- Reed Business Information
'A Chance to Work' is a unique project run by Barnardo's in Liverpool, which enables young people with severe learning difficulties to train for the job of their choice. Reports on the project.
An intensive toilet training programme for a boy with a profound mental handicap living in the community
- Authors:
- SMITH Linda J., BAINBRIDGE Guy
- Journal article citation:
- Mental Handicap, 19(4), December 1991, pp.146-150.
- Publisher:
- British Institute of Mental Handicap
Describes the procedures used in training and discusses its use in residential and community settings.
Individual planning for adults with severe or profound mental handicaps in a community-based service
- Authors:
- de KOCK Ursula, et al
- Journal article citation:
- Mental Handicap, 16(4), December 1988, pp.152-155.
- Publisher:
- British Institute of Mental Handicap
Reports on three years' use of individual Programme Planning linked to teaching and goal setting.
Who's challenging who? Evaluation of an intervention to improve staff empathy towards adults with learning disabilities and behaviour that challenges
- Author:
- HASTINGS Richard
- Publisher:
- University of Warwick
- Publication year:
- 2019
- Pagination:
- 2
- Place of publication:
- Warwick
This policy briefing presents the results from a randomised controlled trial to evaluate a staff training intervention to improve empathy towards adults with learning disabilities who display behaviour that challenges. Researchers conducted a randomised controlled trial of staff employed in residential settings who received the Who's Challenging Who (WCH) training. Outcomes were measured against a control group who had not yet received the training. Findings show that those receiving WCW training demonstrated improved empathy for people with behaviour that challenges after the training, but the improvement was not large enough to reach statistical significance. Impact was found to be stronger in settings that included a smaller proportion of individuals with behaviour that challenges. The co-production and delivery of the training by individuals with learning disabilities was seen as one of the key successes of the intervention. Trainers with learning disabilities also demonstrated increased confidence from being a trainer. (Edited publisher abstract)
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)
Ten years plus of Total Communication
- Author:
- MILLER Nigel
- Journal article citation:
- Llais, 105, Winter 2012/13, pp.14-16.
- Publisher:
- Learning Disability Wales
The Speech and Language team of the Hywel Dda Local Health Board in Wales worked with services users to develop a Total Communication Strategy which could be implemented across three counties (Carmarthenshire, Ceredigion and Pembrokeshire) in Wales. The strategy aims to improve communication for service users with learning disabilities and communication difficulties. It is now formally recognised as a policy and is provided across all third sector homes, residential homes and tenancies, and social services and health setting. The package, which is briefly described, consists of: Total Communication training; signing training; making information accessible training; and separate training to cover specialist communication needs of services users with profound and multiple disabilities. Within each location there is a designated Total Communication coordinator who takes the role of promoting communication. A website has also been developed for service users.
Attitudes and emotions of trainees in learning disability psychiatry
- Authors:
- GRAHAM Simon, et al
- Journal article citation:
- Psychiatric Bulletin, 28(7), July 2004, pp.254-256.
- Publisher:
- Royal College of Psychiatrists
The article aimed to formally examine the attitudes and emotions engendered in a group of senior house officers (SHOs) working in learning disability, by means of focus groups held both during and immediately after placement. Three hour-long focus group sessions, facilitated by a consultant psychotherapist, were recorded on audio- and video-tape. Transcripts of the audiotapes were examined in order to identify themes and categorise them in terms of attitudes, behaviours and emotions. Many of the thoughts, feelings and behaviours identified showed negative themes originating from the trainees, particularly towards themselves and patients. The trainees only twice perceived themselves to be the recipients of any positive themes. Addressing these negative experiences as a potential problem might enrich and enhance trainees’ experiences of their learning disability placements. A Balint group could be a starting point for this. If the problem were addressed, recruitment to and retention within the specialty might improve.