Search results for ‘Subject term:"learning disabilities"’ Sort:
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Staffing a changing world
- Author:
- GUPTA Jenny
- Journal article citation:
- Community Living, 9(3), January 1996, pp.22-23.
- Publisher:
- Hexagon Publishing
Care management is a new job requiring people who, as well as sharing a value base, combine imagination, tenacity, realism and financial acumen. So far there is no accredited training for this work. In this article the author describes how packages were developed for three individuals in South Cambridgeshire.
Evaluation and effectiveness of pain recognition and management training for staff working in learning disability services
- Authors:
- MACKEY Ellen, DODD Karen
- Journal article citation:
- British Journal of Learning Disabilities, 39(3), September 2011, pp.243-251.
- Publisher:
- Wiley
This study asked managers of learning disability services how they recognised pain and how they managed pain for people with learning disabilities, before and 3 to 5 months after training. Participants included 197 managers of learning disability services in Surrey, England. Training covered pain thresholds, pain recognition and management, health action plans and medicines policies. At the end of training attendees were asked about their service’s management of pain. Findings revealed that after training, significantly more services were using communication tools such as picture scales and more pain recognition tools such as the Abbey pain scale and the Disability Distress Assessment Tool. Use of pain management strategies did not change significantly. There was a significant increase in the number of services including information on how a person displays pain, the possible causes of pain and how a person likes their pain managed in their health action plan. The authors concluded that staff training helps services to be more aware of pain and improves the range of methods used.
Improving the quality of Positive Behavioural Support (PBS): the standards for training
- Author:
- PBS ACADEMY
- Publisher:
- PBS Academy
- Publication year:
- 2017
- Pagination:
- 17
These standards have been designed to guide practice and training in Positive Behavioural Support (PBS), an evidence based and ethical way of supporting people with learning disabilities who are at risk of behaviour that challenges. The standards will be relevant for those involved in the delivery, purchase, or commissioning of training. This includes external training providers, in-house training teams, and for the recipients of training. The standards cover seven areas: Training course development and content; Personnel delivering training; Resources and facilities; Delivery of training; Assessment; Evaluation; and Record keeping. (Edited publisher abstract)
Youth with learning disabilities in the juvenile justice system: a training needs assessment of detention and court services personnel
- Authors:
- KVARFORDT Connie L., PURCELL Patricia, SHANNON Patrick
- Journal article citation:
- Child and Youth Care Forum, 34(1), February 2005, pp.27-42.
- Publisher:
- Springer
This study examines the training needs of juvenile justice personnel regarding their work with youth who have disabilities, particularly learning disabilities. Proportionate stratified cluster sampling was used to survey juvenile detention and court services personnel statewide about previous training and confidence of knowledge in these areas. Findings indicate that less than two-thirds (62%) of respondents had received training about persons with disabilities and less than half (47%) had received training about persons with learning disabilities. Some myths about learning disabilities continue to persist more than others. Knowledge about learning disabilities is considered to be important and training is desired. Suggestions for planning future training events are offered.
Social skills training for adolescents with intellectual disabilities: a cautionary note
- Authors:
- ELLIOTT Carolyn, PRING Tim, BUNNING Karen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(1), 2002, pp.91-96.
- Publisher:
- Wiley
Social skills training is increasingly used to help adolescents with intellectual disabilities to adapt to life after school. This paper describes a training course for a group of students in their final year at school. Teacher and student self-evaluation measures were used to assess the course. The teacher's scores showed that the students had improved significantly; however, the students saw themselves as significantly less skilled after training. The present authors conclude that the two measures assess different aspects of the training and that both should be used in its assessment. Self-assessment appears to have limitations as a measure of progress, but may be used to monitor the students' responses to training, and the extent to which they require individual support and attention during it.
Revealing the training on intellectual and developmental disabilities among forensic mental health professionals: a survey report
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 8(4), 2017, pp.176--87.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to assess the training forensic mental health professionals in the USA receive on intellectual and developmental disabilities (I/DD). Given the difficulties obtaining accurate prevalence rates of these disabilities in criminal justice settings, it is important to understand how these disabilities are being evaluated and the level of understanding about these disabilities evaluators hold. Design/methodology/approach: An online survey was distributed to forensic mental health professionals in the USA that included questions on training opportunities in graduate education, post-graduate forensic training, and professional training opportunities. Participants were also asked about their current work, how they assess I/DD, and their estimates on the percentage of cases they see with I/DD. Findings: Respondents reported some training that focused heavily on assessment methods. Most respondents estimated between 5 and 25 percent of their cases involving I/DD and reported using a wide range of assessment methods. Finally, many respondents reporting more training needed in this area. Practical implications: More training is needed for forensic mental health professionals on identifying I/DD. Additionally, professional guidelines on what tools and methods to rely on to identify these disabilities is paramount to ensure homogeneity of methods and, thus, better estimates of overall prevalence in criminal justice settings. Originality/value: This is the first assessment focused on how forensic mental health professionals are trained to identify I/DD and can be used to improve identification of I/DD in forensic settings. (Publisher abstract)
Involving people with intellectual disabilities in the assessment of healthcare professionals
- Authors:
- SONI Sujata, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(6), 2014, pp.362-369.
- Publisher:
- Emerald
Purpose: It is widely recognised that people with intellectual disabilities receive a poorer quality of healthcare than their non-disabled counterparts. Training for healthcare professionals in intellectual disability is often scant or non-existent. The purpose of this paper is to explore the usefulness of employing actors with intellectual disabilities as simulated patients in the assessment of trainee psychiatrists. Design/methodology/approach: The development of a structured clinical exam “station” designed to assess the ability of trainee psychiatrists to communicate with a simulated patient played by an actor with an intellectual disability is described. The paper also assesses the potential benefits of this kind of assessment and the experience of actors and examiners taking part in this process. Findings: The station was found to perform well in discriminating between candidates of various abilities and was well received by actors, examiners and observers. The station is now routinely used in the formal assessment of trainee psychiatrists. Practical implications: The use of people with intellectual disabilities in training and assessment appears to be advantageous in terms of improving knowledge, attitudes and skills amongst healthcare professionals and gives increased opportunities for people with intellectual disabilities to undertake valued social roles. Originality/value: Few institutions currently employ actors with intellectual disabilities as simulated patients as part of their training programmes and as a result there is little in the way of literature on this subject. This paper describes an alternative approach to teaching and assessment which falls in line with recommendations from the Department of Health to involve service users in the training of healthcare professionals. (Publisher abstract)
Intellectual disability and dementia: research into practice
- Author:
- WATCHMAN Karen
- Publisher:
- Jessica Kingsley
- Publication year:
- 2014
- Pagination:
- 336
- Place of publication:
- London
Presenting up-to-date information about dementia and intellectual disabilities, this book brings together the latest international research and evidence-based practice, and describes the relevance and implications for support and services. Experts from the UK, Ireland, the USA, Canada, Australia and the Netherlands discuss good practice and the way forward in relation to assessment, diagnosis, interventions, staff knowledge and training, care pathways, service design, measuring outcomes and the experiences of individuals, families and carers. The breadth of information offered is meant to inform support and services throughout the whole course of dementia, from diagnosis to end of life. Particular emphasis is placed on how intellectual disability and dementia services can work collaboratively to offer more effective, joined up support. (Edited publisher abstract)
Supporting young people with learning difficulties to participate and progress: incorporating guidance on learning difficulty assessments
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 26p.
- Place of publication:
- London
This guidance is intended to help local authorities to make consistent, effective and robust decisions that will lead to positive outcomes for young people with learning difficulties and/or disabilities. The guidance will be of interest to staff working directly with young people and their managers and the Young People’s Learning Agency. The document is in three parts. Part One describes the duties for local authorities arising from the Apprenticeships, Skills, Children and Learning Act 2009 (the ASCL Act) as well as from earlier legislation. Part Two sets out a vision for provision and support for learners with learning difficulties and/or disabilities (LLDD) and describes the learning landscape, in particular the opportunities presented by 14-19 reform. Illustrative case studies are given. Part Three covers statutory guidance made under section 139A (7) of the Learning and Skills Act 2000 (LSA 200
Induction award: supporting people who have a learning disability: trainer pack with CD-ROM
- Authors:
- HARDIE Elaine, LAWTON Annie, BICKERTON Simon
- Publisher:
- British Institute of Learning Disabilities; Heinemann
- Publication year:
- 2008
- Pagination:
- 160p., CD ROM
- Place of publication:
- Kidderminster
The pack includes: introduction with information on: learning disability qualifications and standards; supporting assessment; involving people with learning disabilities and family carers in training; session plans; CD-ROM containing: activity sheets PowerPoint presentations video clips, and pdfs of all four study books with guidance on how to link learning to the relevant NVQ/SVQ.