Search results for ‘Subject term:"learning disabilities"’ Sort:
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Vocabulary needs in augmentative and alternative communication: a sample of conversational topics between staff providing services to adults with learning difficulties and their service users
- Author:
- GRAVES Judy
- Journal article citation:
- British Journal of Learning Disabilities, 28(3), September 2000, pp.113-119.
- Publisher:
- Wiley
This paper describes an attempt to gather information about vocabulary needs of a sample of people with learning difficulties in order to inform the content of local augmentative and alternative communication (AAC) resources and training programmes. The participants were staff members working in a range of local day care and residential services who were asked to record topics of conversation in diaries. The results of the present study suggest that physical needs and function were the most frequent topic areas for conversation. There were far fewer conversations recorded for social and emotional topics. Flexible topic-based frameworks for AAC programmes are suggested as a model that might be able to respond to individual and local vocabulary needs more readily than any one prescribed vocabulary.
Learning about touch: an exploratory study to identify the learning needs of staff supporting people with complex needs
- Authors:
- DOBSON Susan, et al
- Journal article citation:
- Journal of Learning Disabilities, 8(2), June 2004, pp.113-129.
- Publisher:
- Sage
This project explores concepts of touch that are used in the care of people with complex needs, as held by staff in day care settings. It was undertaken to establish a baseline before the development of a local interactive training package for staff in these units. Three main themes about touch in care emerged from analysis of the data from five staff focus groups. These themes were experience of touch; the influence of service users on staff’s behaviours; and staff’s concerns about touch. Analysis of the themes also suggested that the culture of the use of touch may be different between day service units within the same locality.
Sounds familiar
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 3.4.03, 2003, pp.32-33.
- Publisher:
- Reed Business Information
Looks at the importance of communicating with service users sensibly and sensitively, avoiding patronising expressions that may give offence.
The importance of communication partnerships: a study to investigate the communicative exchanges between staff and adults with learning disabilities
- Authors:
- BARTLETT Claire, BUNNING Karen
- Journal article citation:
- British Journal of Learning Disabilities, 25(4), 1997, pp.148-152.
- Publisher:
- Wiley
Reports on a small-scale study investigating the extent to which the verbal communication skills used by adults with learning disabilities were complemented by those used by their keyworkers during communicative exchanges. The setting was a community-based day centre. The results revealed that major differences existed between the communication skills used by keyworkers, and the comprehension levels of the participants with learning disabilities under both conditions. The greater mismatch was evident in 'free conversational exchange'. Some limitations of the current study are discussed together with the implications for future investigations and intervention.
Identifying training needs for mainstream healthcare professionals, to prepare them for working with individuals with intellectual disabilities: a systematic review
- Authors:
- HEMM Cahley, DAGNA Dave, MEYER Thomas D.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(2), 2015, pp.98-110.
- Publisher:
- Wiley
Background: Research suggests there is a high prevalence of physical and mental ill health among individuals with intellectual disabilities and that staff working in mainstream healthcare services lack knowledge, skills and positive attitudes in supporting this client group. This review aimed to locate, extract themes from and evaluate the current literature that had assessed the training needs of mainstream health professionals within this area. Methods: This review utilised a mixed-methods approach, with systematic elements used to locate and evaluate the literature (n = 13) and a narrative approach used to explore patterns and themes identified. The search was completed across four databases. Results: Three main themes of perceived training need were identified across a range of professional groups: general communication, knowledge/information and profession-specific needs. Conclusions: This review highlights the existing themes of training needs as identified by mainstream healthcare staff. It would appear that it may be possible to produce a core training package, suitable across professions with elements that are profession specific and therefore tailored accordingly. Limitations of the literature are explored within this review, as are recommendations for the directions of future research. (Edited publisher abstract)
Living well with dementia
- Author:
- BRITTON Beth
- Journal article citation:
- Learning Disability Today, 14(4), July/August 2014, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
As people with learning disabilities live longer, their chances of developing dementia increase. This article explores what can be done to ensure they live well for longer with the condition. The article highlights the importance of providing training and education to the families of people caring for people with dementia and staff in the workforce. Other key issues include providing continuity of care, the importance of observational skills and good communication. (Original abstract)
Why couldn’t I stop her? Self injury: the views of staff and clients in a medium secure unit
- Authors:
- DUPEROUZEL Helen, FISH Rebecca
- Journal article citation:
- British Journal of Learning Disabilities, 36(1), March 2008, pp.59-65.
- Publisher:
- Wiley
This paper is the synthesis of two pre-existing studies. It details the experiences of nine people with mild/moderate learning disabilities who self injure, and those who work with them. At the time of this study the participants were living and working in a medium secure unit at Calderstones NHS Trust in Lancashire. A phenomenological approach was used, and during in-depth interviews, the participants gave rich descriptions of their experiences of self injury. The descriptions that emerged from the interviews detailed four main themes: understanding, communication, control and blame.
Communication for person centred planning
- Authors:
- GROVE Nicola, McINTOSH Barbara
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 17p.
- Place of publication:
- London
This information pack was designed to help staff, self advocates, families and friends to make communication better. The aim is to help people who are working in a Person Centred way, to better understand the communication styles of self advocates.
Total communication
- Author:
- MILLER Nigel
- Journal article citation:
- Llais, 71, Winter 2004, pp.8-10.
- Publisher:
- Learning Disability Wales
Describes a Total Communication Strategy developed by the speech and language therapy team in Carmarthenshire and Ceredigion to enable people with learning difficulties to be understood and make real choices. The strategy has involved people with learning disabilities, their parents, voluntary organisations and private providers. It also includes a comprehensive training package .
Staff-staff and staff-resident verbal interactions in a community-based group home for people with moderate and severe mental handicaps
- Authors:
- ORLOWSKA Danuta, et al
- Journal article citation:
- Mental Handicap Research, 4(1), 1991, pp.3-19.
- Publisher:
- BIMH Publications
Verbal interactions involving direct care staff in a group home for people with moderate and severe mental handicaps were observed. The total amount of interaction staff had with residents and with each other was compared. The existence of interaction under different configurations of staff and residents was also examined. Overall, the care staff were involved in interactions across 71.1 per cent of observed intervals. They were almost twice as likely to be involved in interactions to or from residents (47.3 per cent) than to or from other staff (25.9 per cent). However, when compared across different configurations, interactions with residents were less frequent when other staff were present, suggesting that interactions with staff were preferred. Examination of staff-staff interactions suggested that these were largely work-related, so to dismiss them as detrimental to people's work is premature. Ways in which staff-staff interaction may be important are discussed.