Search results for ‘Subject term:"learning disabilities"’ Sort:
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Get 'Streetwise' and be safe when out and about
- Author:
- WHEATLEY Sarah
- Journal article citation:
- Community Living, 26(2), 2013, p.13.
- Publisher:
- Hexagon Publishing
Streetwise was a four day course for people with learning disabilities who want to feel safe going out by themselves. It was run by Connect in the North, a user-led organisation, which works to improve the lives of people with learning disabilities. This article provides a short overview of what the course covered and how it was delivered. At the start of the course participants shared their experiences and ambitions for the future. Participants were also asked to complete journeys between each session and were able to gradually increase in confidence. Connect in the North are hoping to run a second course as Streetwise proved so popular.
Active support
- Authors:
- ARC CYMRU, (Producer)
- Publisher:
- ARC Cymru
- Publication year:
- 2009
- Place of publication:
- Bangor
Active support is a way of supporting someone to be engaged and take part in everyday activities and relationships. This training DVD, produced as part of ARC Cymru's Active Support project, is designed to be used by Active support trainers in the delivery of Active Support training programmes to social care staff.
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.
Australian implementation and evaluation of active support
- Authors:
- STANCLIFFE Roger J., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(3), May 2007, pp.211-227.
- Publisher:
- Wiley
In this article the implementation and evaluation of Active Support in Australia is reported, the first such formal evaluation outside the UK. Residents and staff of five group homes participated. Active Support was introduced by training staff in one home at a time. Effectiveness was assessed using direct observation of resident engagement in activity and of staff help, as well as written assessments of resident outcomes. Staff help and resident engagement increased in four of five group homes. There was significantly greater participation in a wider variety of domestic activities, as well as more frequent and varied community participation. Change in resident engagement was positively related to change in staff help, but not related to residents’ level of adaptive behaviour. Most of the findings were consistent with earlier UK studies. There was evidence of the successful transfer of Active Support training skills to an Australian training team. Nonsignificant trends towards reduced depression and increased adaptive behaviour warrant further investigation.
A commentary on the quality agenda: the contribution of person-centred action
- Authors:
- LOWE Kathy, JONES Edwin
- Journal article citation:
- Tizard Learning Disability Review, 11(3), July 2006, pp.37-42.
- Publisher:
- Emerald
This commentary reviews the four main features of this issue of Learning Disability Review. It considers in particular the current practical and conceptual issues around person-centred approaches and in particular active action.
Personal hygiene?: what's that got to do with me?
- Author:
- CRISSEY Pat
- Publisher:
- Jessica Kingsley
- Publication year:
- 2005
- Pagination:
- 94p.
- Place of publication:
- London
This book presents a curriculum developed for students with autism, Asperger's Syndrome, learning and developmental disabilities, designed to help them understand how others perceive their appearance and the social implications of neglecting personal hygiene. Simple factual information is accompanied by humorous cartoons that emphasize how others view someone with poor hygiene. Step-by-step cartoons explain exactly what the student needs to do to ensure good hygiene. Quizzes and activity pages provide numerous opportunities for repetition and reinforcement of the key points. There are also hands-on activities to demonstrate why and how to perform various hygiene tasks. Several social stories are also provided, along with a set of worksheets that help students set up a daily schedule to allow time for completing necessary hygiene tasks.
Effects of a self‐management training for people with intellectual disabilities
- Authors:
- SANDJOJO Janice, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.390-400.
- Publisher:
- Wiley
Background: To help people with intellectual disabilities lead a more independent life, it is important to promote their self‐management. This study evaluated the effectiveness of a self‐management training for people with intellectual disabilities directed at independent functioning in daily life. Method: In the training, 17 people with intellectual disabilities worked on personal self‐management goals covering a wide range of everyday affairs. Primary outcome measures focused on goal attainment, independence and support needs. Moreover, outcomes regarding psychopathological behaviour and quality of life were explored. Data were collected before and at the start of the training, and 3, 6, 9 and 12 months later. Results: The training contributed to the attainment of self‐management goals and to the reduction in support needs (p < 0.01). There were no changes in independence, psychopathological behaviour and quality of life. Conclusions: Results indicate that the training supports people with intellectual disabilities to self‐manage their daily affairs. (Edited publisher abstract)
Active support, participation and depression
- Authors:
- STANCLIFFE Roger J., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(4), July 2010, pp.312-321.
- Publisher:
- Wiley
Active Support is a model of support intended to bring about meaningful everyday activities by people with intellectual disabilities. The aim of this study was to examine the medium-term effect of implementation of Active Support on domestic participation, adaptive behaviour, challenging behaviour and depression in adults with intellectual disabilities who lived in community group homes. It investigated the effect of staff training in Active Support in 9 group homes. Outcome data were obtained for 41 clients. The effectiveness of Active Support was evaluated with a pre-test:post-test design, using a number of standardised assessments and other questionnaires, with group home staff as informants. These assessments were conducted before Active Support training and an average of 6.5 months later. The results showed that following implementation of Active Support residents experienced significant increases in domestic participation and adaptive behaviour. There were significant decreases in internalised challenging behaviour, overall challenging behaviour and depression. There was no significant pre–post change in other forms of challenging behaviour.
The effect of active support interactive training on the daily lives of adults with an intellectual disability
- Authors:
- TOTSIKA Vasiliki, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(2), March 2010, pp.112-121.
- Publisher:
- Wiley
Interactive training is one of the two staff training components of the active support model, a person-focused model that aims to improve the quality of life of people with an intellectual disability by increasing participation in all types of activities of daily life. This study investigates how effective interactive training is when offered to staff detached from the active support workshops, the other training component. The authors, exploring the effects of interactive training on resident activity engagement, challenging behaviours and staff assistance, engaged 21adults with an intellectual disability living in residential settings. Observations and ratings of staff and resident behaviours were obtained before and after the training sessions, and at 6 months follow-up. Overall analyses indicated a short-lived improvement in quality of staff support but, in general, there was an overall lack of change in staff behaviours or participants challenging behaviours. However, subgroup analyses indicated that there was a significant improvement in engagement immediately after interactive training for a distinct subgroup of participants - those who had significantly higher aggressive behaviour ratings at the beginning of the study. Findings support the combination of the training components for improvements in the quality of life for people with intellectual disability, especially as intervention for people with the most difficult challenging behaviours.
Learning support for people with learning disabilities: promoting independent living
- Author:
- DAVIES Sheila
- Journal article citation:
- Mental Health and Learning Disabilities Care, 2(10), June 1999, pp.339-342.
- Publisher:
- Pavilion
The authors suggests that adult education could provide both the theory and models for promoting the independent living skills of people with learning disabilities in community settings.