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.
The training needs of staff supporting individuals ageing with intellectual disability
- Authors:
- WARK Stuart, HUSSAIN Rafat, EDWARDS Helen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(3), 2014, pp.273-288.
- Publisher:
- Wiley
Background: The issue of ageing within the cohort of people with intellectual disabilities has been an increasing focus for research. However, the training needs of the staff who support them has not been subject of extensive examination. Materials and Methods: A multiround Delphi project was conducted focusing upon the impact ageing issues have on the support provided by disability workers, and what training is required to address the identified areas. Results: Three rounds of the Delphi identified twenty-six separate important issues. A thematic analysis identified five main themes including Generic Training Issues; Medical Issues; Emerging Ageing Issues Requiring Changing Support; Mental Health Issues; and Quality of Life. Conclusions: The study identified a series of training priorities for staff assisting people ageing with an intellectual disability. It would appear possible for many training programmes to be developed and delivered with minimal cost impacts even within rural localities. (Original abstract)
Investigating staff knowledge and attitudes towards working with adults with learning disabilities and mental health problems
- Authors:
- ROSE Nikki, O'BRIEN Alex, ROSE John
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.52-59.
- Publisher:
- Emerald
Government policy in the UK suggests a shift in service provision so that the treatment of people with a learning disability who have mental health problems should be undertaken by mainstream mental health services rather than specialist learning disability services. Staff members from both specialist and mainstream services took part in a series of focus groups to discuss their experiences and attitudes about working with this group of people. Findings form the study suggest that staff with mainstream services currently feel that they are inadequately trained to deal with the often complex mental health needs of this group. Conversely, staff in learning disability services expressed concern about loosing their specialist skills in generic services. The implications of the themes are raised are discussed, particularly in relation to future service provision.
Residential staff: How they view their training and professional support
- Author:
- McVILLY Keith R.
- Journal article citation:
- British Journal of Learning Disabilities, 25(1), 1997, pp.18-25.
- Publisher:
- Wiley
Investigates the needs and views of community residential staff who support people with a learning disability. Questionnaires were divided into four categories: direct support skills, background knowledge, values and philosophy of service provision, organisational/operational knowledge. Items were rated among three dimensions: importance, preparation and usefulness. Staff also reported on opportunities for professional development, appraisal processes and support structures, and their expected tenure, the operation of the agency and the needs of clients. Findings highlight the priorities that staff attach to various aspects of their training and the degree to which they believe they have been prepared to undertake their work. Suggestions are made for the planning of induction and in-service training and the development of staff support structures.
An exploration of communication within active support for adults with high and low support needs
- Authors:
- IACONO Teresa, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(1), 2019, pp.61-70.
- Publisher:
- Wiley
Background: The aim was to explore the relationship between quality of active support and communication support for people in group homes with high and low support needs. Methods: Data from 182 service users, 20–81 years (mean = 40), 89 with high support needs, were observed to have either good (n = 142) or poor (n = 40) communication support. Measures were of quality of active support, engagement and staff contact; field notes provided examples of good and poor communication supports. Results: We found a relationship between the quality of communication support and active support. Receiving good communication was associated with higher levels of engagement. Field notes included some examples of appropriate communication supports, but limited use of augmentative and alternative communication (AAC). Conclusions: Staff show limited use of appropriate communication with people having high support needs who require AAC. Strategies to improve quality of practice are discussed. (Edited publisher abstract)
Workforce development for people with intellectual disabilities: the perspective from people with intellectual disabilities
- Authors:
- DAVIES Jill, BURKE Christine
- Publishers:
- Foundation for People with Learning Disabilities, Health Education England
- Publication year:
- 2016
- Pagination:
- 30
- Place of publication:
- London
Reports on the results of a consultation with people with a learning disability from across Kent, Surrey and Sussex, to investigate what was important to them in order to lead a good life and also the qualities it was important for their workforce to have. The research spoke to 65 people with learning disabilities and five parents (who completed the questionnaires on behalf of their sons/daughters with more complex needs), and received 61 completed questionnaires. The report presents results of the analysis of skills by six different age groups: 12-24 years; 25-34 years; 35-44 years; 45-54 years; 55-64 years; and 65 years and over. People with learning disabilities and parents we spoke to were very keen for people to learn a range of practical skills to lead as independent a life as possible. They also wanted to be supported by practitioners who could: provide them with health advice; help them in maintaining relationships; and help them access leisure activities and services in the community. Some of the most important workforce qualities identified were to be listened to, be patient, have a happy and positive attitude, be given a voice, and be reliable and punctual. People from the focus groups believed that having the support from someone with those qualities made a huge difference to their lives. The report recommends that all curricula for the workforce have values based on the social model of disability and involve people with learning disabilities to make this possible. (Edited publisher abstract)
The experiences of children with learning disabilities, their carers and staff during a hospital admission
- Authors:
- JACKSON BROWN Freddy, GUVENIR Jane
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.110-115.
- Publisher:
- Wiley
Government policy is that people with learning disabilities should have their healthcare needs met by mainstream services. This study interviewed the carers of 13 children with learning disabilities admitted to hospital for a period longer than 24 hours. Nursing staff and two children were also interviewed. Five themes were identified as having a significant impact: (i) child, carer and staff anxiety, (ii) preparedness for the admission, (iii) difficulties managing the child's behaviour, (iv) carer presence during the admission and (v) ward environment. This study presents edited responses from children, their carers and ward staff and identifies areas for service improvement. These include an emphasis on the value of emotional support, ensuring staff are prepared for hospital admission, agreeing strategies for supporting the child's behaviour, clarifying carers and staff roles during an admission, ensuring the child has an individual room if required. Study limitations are discussed and directions for future research recommended.
How mental health and development disabilities staff prioritize training and development needs
- Authors:
- GARMAN Andrew N., et al
- Journal article citation:
- Community Mental Health Journal, 33(2), April 1997, pp.143-148.
- Publisher:
- Springer
Compares a staff training needs assessment distributed to three groups: staff serving people with mental health needs in the community, staff serving people with mental health needs in state hospitals, and staff serving people with developmental disabilities in the community. Analyses revealed that all three groups rated team-related training as the area in greatest need of development. Further analyses suggests that community staff serving persons with developmental disabilities reported significantly less need for training on direct client care compared to community and inpatient staff who serve persons with mental health needs. Results suggest that future developmental efforts should begin with team building skills.
Together we can talk
- Author:
- DOBSON Susan
- Journal article citation:
- Community Care, 19.10.95, 1995, p.24.
- Publisher:
- Reed Business Information
Explains how day centre staff in Huddersfield learned communication skills in order to work with users.
Individual needs swamped by tide of demand
- Author:
- SMITH Keith
- Journal article citation:
- Care Plan, 2(1), September 1995, pp.7-9.
- Publisher:
- Positive Publications/ Anglia Polytechnic University, Faculty of Health and Social Work
Argues that standardised procedures introduced to implement care management plus the increased pressure on staff have had an adverse effect on services to people with learning disabilities.