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Mobility and public transport use abilities of children and young adults with intellectual disabilities: results from the 3-year Nordhorn public transportation intervention study
- Authors:
- HAVEMAN Meindert, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(4), 2014, pp.289-299.
- Publisher:
- Wiley
The Nordhorn Public Transportation Intervention Study project in Germany had the aim of increasing the independent use of public transportation by students with intellectual disabilities (ID) through interventions in the social and physical environment. Success of the project was measured by the number of students who were able to independently go from home to school at the end compared with the start of the project and by the skills students evidenced with coping with barriers on their way to school at the end of the project compared with their baseline skills. This multicenter study included various types of interventions: assessment of mobility/traffic competency, mobility integrated individual educational plans, mobility and traffic curriculum, information for teachers and parents, training for bus drivers, real-life traffic training, support by mobility trainers and trip coaches, adaptations to streets and buses, and incident management including the use of communication devices (e.g., mobile phones with Global Positioning System). At the start of the project, less than 1% of the 124 students with ID used public transport to get to school, 3 years later, the proportion increased to 65.3%. On 19 of 29 items, students showed relevant and statistically significant improvement of skills in public transport use and traffic wayfinding behavior compared with the situation at baseline. (Edited publisher abstract)
Assessing mobility competences of children with intellectual disabilities: development and results of the mobility assessment schedule
- Authors:
- KVAS Štefan, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 10(4), 2014, pp.300-306.
- Publisher:
- Wiley
This article describes the aims, development, and testing of the Mobility Assessment Schedule (MAS), an instrument assessing the ability of students with intellectual disability (ID), to function effectively as pedestrians in normal traffic. The MAS provides information about individual mobility skills of school-age children with ID and measures the child's traffic skills congruent with safely and independently functioning in traffic situations. Mobility skills are measured in eight areas: visual perception, auditory perception, reaction, memory, attention, motor skills, social skills, and communication. The MAS was tested with 128 students at one school for children with ID in Germany. The internal consistencies of the scale and subscales were reasonable to good. Baseline results showed that the students already possessed, even before mobility training, many skills that are necessary for participation in traffic situations. The MAS is applicable and valid to assess traffic functioning skills of children with ID and can be an important tool for mobility training because it delivers information on various skills, which are necessary to function independently in traffic situations. This inventory can be part of the school's individual educational plans. (Publisher abstract)
A pilot study of social competence group training for adolescents with borderline intellectual functioning and emotional and behavioural problems (SCT-ABI)
- Authors:
- NESTLER J., GOLDBECK L.
- Journal article citation:
- Journal of Intellectual Disability Research, 55(2), February 2011, pp.231-241.
- Publisher:
- Wiley
Borderline intelligence is one of the most frequent reasons for impaired development during adolescence and is associated with the risk of persistent social and vocational maladaptation and failure to integrate. Emotional and behavioural problems as well as a lack of social competence are common in these young people. Group interventions specifically developed for this target group are scarce and have not been evaluated in a controlled fashion. A cognitive–behavioural group training (Social Competence Training for Adolescents with Borderline Intelligence) was developed and its effectiveness examined in students attending two special vocational schools in Germany. A total of 77 adolescents were randomised either to the intervention (n = 40) or to the control group (n = 37). Outcome measures at post-treatment and at a 6-month follow-up comprised self-reports, caregiver reports and behavioural observations. The adolescents in the intervention group showed temporally stable improvement in their social competence, especially in social problem solving and attainment of individual behavioural goals in everyday life. Effects of the intervention on other outcomes such as problem-solving competence and skills performed in standardised role plays were weak or absent. The authors conclude that the intervention is a promising treatment for adolescents with borderline intellectual functioning and associated emotional/behavioural symptoms.
European social services
- Editor:
- MUNDAY Brian
- Publisher:
- University of Kent. European Institute of Social Services
- Publication year:
- 1993
- Pagination:
- 401p.
- Place of publication:
- Canterbury
Detailed account of social services in the twelve member states of the European Community. Contains sections on: organisation, responsibility and finance for social services; preventative services; children and families; elderly people; people with disabilities; addictions; illnesses; AIDS/HIV; socially excluded people; young people; services for migrants; names and addresses of major public and private social services agencies.