Search results for ‘Subject term:"learning disabilities"’ Sort:
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Review of interventions to enhance the health communication of people with intellectual disabilities: a communicative health literacy perspective
- Author:
- CHINN Deborah
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(2), 2017, pp.345-359.
- Publisher:
- Wiley
Background: Communicative health literacy is a term relating to the range of competencies and capabilities patients bring to the task of seeking information about their health and sharing it with others. This exchange can be problematic for people with intellectual disabilities. The aim of this review was to synthesize findings from interventions designed to improve health communication for people with intellectual disabilities. Materials and method: Available evidence was systematically reviewed, and findings from 14 articles were synthesized in a narrative review. Results and conclusions: Interventions addressed communicative aspects of health consultations, taking into account emotional factors and social context. Questions remain about how such interventions might impact on real-life health consultations and how issues of power might be resolved. (Publisher abstract)
Using behavioural skills training to treat aggression in adults with mild intellectual disability in a forensic setting
- Authors:
- TRAVIS Robert W., STURMEY Peter
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(5), 2013, pp.481-488.
- Publisher:
- Wiley
Previous studies of anger management in people with intellectual disability failed to control for the effects of the number of provocative stimuli presented and lacked direct measures of behaviour and treatment integrity data. This experiment systematically assessed and presented discriminative stimuli for aggressive behaviour, taught alternative behaviour in response to discriminative stimuli for aggressive behaviour and used behavioural skills training with three adults with mild intellectual disability. Following behavioural skills training, the adult's percentage of aggressive responses declined and replacement responses increased in response to provocative stimuli. Treatment gains generalized to novel antecedent events, novel staff and novel settings and were socially valid. After intervention, community trips increased for all three participants. (Edited publisher abstract)
Physical interventions: a policy framework
- Authors:
- HARRIS John, et al
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2008
- Pagination:
- 148p., bibliog.
- Place of publication:
- Kidderminster
- Edition:
- 2nd ed.
Physical Interventions a Policy Framework, offers a framework for the development of policies relating to the use of physical interventions and outlined an appropriate values base. Real momentum was added to the development of a framework following information exposing the abusive treatment of people with learning disabilities in their own home. BILD has continued to develop the framework and was working on developing a Code of Practice for trainers in Physical Intervention.
Can brief workshop interventions change care staff understanding of challenging behaviours?
- Authors:
- DOWEY Alan, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.52-57.
- Publisher:
- Wiley
The working culture surrounding challenging behaviour may have a strong effect on staff behaviour. As a first step to influencing staff talk about challenging behaviour, the aim of the present study was to explore whether a 1-day training workshop could have an effect on staff causal explanations. Fifty-four front line staff, in six separate groups, completed an adapted version of the Self-Injury Behavioural Understanding Questionnaire (SIBUQ; Oliver et al. 1996) both before and after a 1-day training workshop. The workshops were based on principles of Applied Behaviour Analysis. The SIBUQ comprised questions about causes of challenging behaviours presented in 11 short scenarios. The four possible response options for each scenario reflected behaviourally correct, behaviourally incorrect, internal emotional, and internal organic causal explanations. The number of correct behavioural causal hypotheses increased significantly from pre- to post-training. The proportion of incorrect causal explanations that were behavioural in orientation also increased significantly from pre- to post-training. Staff causal explanations for challenging behaviour can be changed using a relatively brief intervention. Further research is needed to establish whether such changes can be used to influence working culture in challenging behaviour services.
Professional training in early intervention: a European perspective
- Author:
- PRETIS Manfred
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(1), March 2006, pp.42-48.
- Publisher:
- Wiley
Professional training in early childhood intervention (ECI), particularly additional certificates, degrees, or continuing education, is currently a major topic within European working groups. The complexity of ECI, including medical, pedagogical, psychological, and social involvement, the need for both family- and child-centered work, and the child's young age require professional skills that normally exceed standard professional training in the field. This article focuses on current efforts to define a "common ground" of ECI, focusing on the competencies and skills needed for successful early intervention. Common ground issues focus on personal competencies, the knowledge base, joining the family, individual intervention methods, and team-related activities. The author concludes that there is a strong need for a common professional ground in terms of philosophy, ethics, comparable standards, and evidence-based intervention methods. Recent European efforts have been focusing on this common ground by designing a common "passport on the professional training" in ECI.
Evaluation of the Oliver McGowan mandatory training trial in learning disability and autism
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2022
- Pagination:
- 90
- Place of publication:
- Bath
This report sets out the findings from an evaluation of the Oliver McGowan Mandatory Training Trial in Learning Disability and Autism, which aims to ensure that staff working in health and social care are better able to understand the needs of autistic people and people with a learning disability, resulting in improved services, less health inequality and the elimination of avoidable death. Three different training packages were trialled and evaluated (Training A, B and C). Each training package had two components: Tier 1 Training, designed for those who require a general awareness of autistic people/people with a learning disability and the support needed; Tier 2 Training, designed for those who may need to provide care and support for autistic people/people with a learning disability. Developing a standardised training package that is effective for large groups of staff across different settings will inevitably pose a challenge. The evaluation concludes that the Oliver McGowan Training is a unique opportunity to make a difference to the lives of autistic people and people with a learning disability. While the data can inform decisions about the content and mode of training, the main challenge now will be how to ensure consistent, high-quality delivery of the training and to ensure it leads to an improvement in the delivery of care and support to people with a learning disability and autistic people. There is a need for longer-term work to explore the impact of this training on health and social care provision for people with a learning disability and autistic people. (Edited publisher abstract)
An evaluation of Prioritise Me
- Authors:
- SPEAKE Beth, GILBERTSON Jan
- Publisher:
- Sheffield Hallam University. Centre for Regional Economic and Social Research
- Publication year:
- 2020
- Pagination:
- 20
- Place of publication:
- Sheffield
This short report presents the findings from an evaluation of the Prioritise Me training programme. The aim of the Prioritise Me project was to support vulnerable people who are energy consumers in genuinely creative ways, and to support capacity and understanding for people with learning disabilities and/or autism. Prioritise Me aimed to provide accessible and interactive advice and training about energy use and the energy market where understanding was limited; to develop accessible ideas and resources through piloting innovative work with University design and evaluation partners; and to engage people to speak confidently to energy providers, giving maximum impact for vulnerable adults in South Yorkshire. The evaluation indicates that the rationale and initial concept for the project has been validated: the importance and effectiveness of co-production of materials and training in this context has proved itself, and the materials produced have been both innovative and useful. Further, it has been demonstrated that the materials produced by the project have the potential for much wider application, not only for vulnerable groups but for a much wider section of the public, and not only locally but also at a regional level and nationally. (Edited publisher abstract)
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)
Using interactive web training to teach parents to select function-based interventions for challenging behaviour: a preliminary study
- Authors:
- MARLEAU Brigitte, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(4), 2019, pp.492-496.
- Publisher:
- Taylor and Francis
Background: Children with a developmental disability often engage in challenging behaviour, which may require that parents implement behavioural assessments and interventions. The purpose of the pilot study was to examine the effects of an interactive web training (IWT) to teach behavioural function identification and intervention selection to parents. Method: Twenty-six parents of children with a developmental disability responded to function identification and intervention selection tasks on clinical vignettes before and following IWT. the researchers also measured social validity and the duration of training. Results: The results show that parents were more accurate in the identification of behavioural function and selected more adequate interventions following IWT. On average, parents spent less than 2.5 h to complete IWT and rated it positively. Conclusions: The IWT appears to be a viable tool to teach parents about function-based intervention, but additional research is needed to examine whether it translates to changes in parental practices and child behaviour. (Edited publisher abstract)
Outcomes and experiences of an adapted Dialectic Behaviour Therapy skills training group for people with intellectual disabilities
- Authors:
- CROSSLAND Tom, HEWITT Olivia, WALDEN Sarah
- Journal article citation:
- British Journal of Learning Disabilities, 45(3), 2017, pp.208-216.
- Publisher:
- Wiley
Background: A growing body of evidence supports the use of Dialectic Behaviour Therapy with people with an intellectual disability. Various adaptation have been used in studies exploring the efficacy of this intervention. Method: A Dialectic Behaviour Therapy DBT skills training group was attended by people with an intellectual disability and their support staff. Standardised measures of psychological well-being, overall functioning and psychological distress were taken before and after the group and at 4 months follow-up. Qualitative interviews were conducted and analysed using thematic analysis. Results: Results suggested an improvement in all areas for three of the four participants, which were largely maintained at follow-up. Conclusions: This study adds to the growing literature supporting the use of DBT with people with an intellectual disability. The role of support workers in supporting generalisation of skills is considered. Ideas for improving the quality of future studies are considered. (Publisher abstract)