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Increasing appropriate conversation skills using a behavioral skills training package for adults with intellectual disability and autism spectrum disorder
- Authors:
- RYAN Grace, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 23(4), 2019, pp.567-580.
- Publisher:
- Sage
- Place of publication:
- London
The current research evaluates the effectiveness of a behavioral skills training (BST) package used to increase appropriate conversation interactions for six adults with autism spectrum disorder (ASD). Deficits in the area of social skills can become a significant feature for individuals with disabilities and in particular for those with ASD. A multiple probe design across participant dyads was employed to examine the effects of the intervention on conversation interactions. The BST package was delivered in small group instruction and included (i) instructions about having a conversation, (ii) modeling a conversation, (iii) practicing a conversation, and (iv) feedback on performance during each session. Results indicated that BST was effective for increasing appropriate conversation interactions for all six participants, and maintenance was evident 4 weeks post intervention. The findings were discussed in relation to the importance of social interactions and communication amongst this population. (Publisher abstract)
Safe and social: what does it mean anyway??
- Authors:
- TINNEY Grainne, et al
- Journal article citation:
- British Journal of Learning Disabilities, 43(1), 2015, pp.55-61.
- Publisher:
- Wiley
This paper outlines a programme Safe and Social that has been implemented with adults with intellectual disability across multiple contexts in a service based in Ireland. The emphasis within the programme is on providing service users and staff with a framework and the necessary language to discuss social behaviours and boundaries, moving away from an emphasis on rules and regulations. The programme was structured around seven steps: understanding relationships; appropriate and inappropriate behaviours; body parts; private vs. public places; being assertive and saying no; what is 'ok' and 'not ok' to talk about or discuss with different people; summary and 'being safe'. The programme draws on visual supports of three nested circles, red indicating 'not ok', green indicating 'ok' and a central circle that is used to set the topic of discussion. Over a series of seven modules, adults with intellectual disabilities and their support staff are encouraged to collaboratively problem solve some of the behaviours and understandings that can undermine social acceptability and compromise personal safety. Based on positive outcomes over a five-year period, the authors highlight the need for further research to explore the effectiveness of the programme. (Edited publisher abstract)
A qualitative evaluation of a healthy cookery course in Ireland designed for adults with mild to moderate intellectual disability
- Authors:
- BENNET Annemarie E, CUNNINGHAM Cara
- Journal article citation:
- Journal of Intellectual Disabilities, 18(3), 2014, pp.270-281.
- Publisher:
- Sage
- Place of publication:
- London
Adults with an intellectual disability have poorer diets than the general adult population. The Able 2 Cook 4 Health cookery course aims to improve the diets of adults with mild to moderate intellectual disability. This study aims to evaluate the course by obtaining the views of course participants and the views of managers hosting the course. Thirty course participants took part in focus groups. Five managers hosting the course participated in a semi-structured interview. Positive features of the course included the group cooking, social interaction and course instructors. Collaboration between centres hosting the course and participants’ home environment is needed to help transfer the skills learned to all home settings. The Able 2 Cook 4 Health cookery course provided participants with an important social outlet to learn essential occupational skills. These findings could particularly influence the diets of adults with an intellectual disability moving into independent living. (Publisher abstract)
Role of music therapy in social skills development in children with moderate intellectual disability
- Authors:
- DUFFY Barbara, FULLER Ray
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 13(2), 2000, pp.77-89.
- Publisher:
- Wiley
This Irish study investigated the effectiveness of a music therapy programme in the enhancement of the social skills of children with moderate intellectual disability. Thirty-two children (between the ages of 5 and 10 years) from four intellectual disability centres participated. At each centre, four children were randomly selected to participate in the music therapy programme, while four children were assigned to a non-music control group programme. Five social skills were targeted for intervention: turn-taking, imitation, vocalisation, initiation and eye contact. The results reflect significant improvements in the five target social skills across both conditions following the 8-week intervention. However, this difference was found to be independent of the music/non-music intervention.