Search results for ‘Subject term:"learning disabilities"’ Sort:
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Factors influencing access to early intervention for families of children with developmental disabilities: a narrative review
- Authors:
- SAPIETS Suzi J., TOTSIKA Vasiliki, HASTINGS Richard P.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(3), 2021, pp.695-711.
- Publisher:
- Wiley
Background: Early intervention (EI) can improve a range of outcomes for families of children with developmental disabilities. However, research indicates the level of access does not always match the level of need. To address disparities, it is essential to identify factors influencing access. Method: We propose a framework where access to EI is conceptualised as a process that includes three main phases. A narrative review examined potential barriers, facilitators and modifiers of access for each phase. Results: The process of access to EI includes the following: 1) recognition of need, 2) identification or diagnosis and 3) EI provision or receipt. Several factors affecting access to EI for each phase were identified, related to the family, services, the intersection between family and services, and the context. Conclusion: A broad range of factors appear to influence the process of access to EI for this population. Our framework can be used in future research investigating access. Broad implications for policy, practice and future research to improve access to EI are discussed. (Edited publisher abstract)
Connotations of labels for mental handicap and challenging behaviour: a review and research evaluation
- Authors:
- HASTINGS Richard P., REMINGTON Bob
- Journal article citation:
- Mental Handicap Research, 6(3), 1993, pp.237-249.
- Publisher:
- BIMH Publications
The terms used to denote the concepts of mental handicap and challenging behaviour are a matter of continuing controversy. In the first part of this paper, research concerned with evaluating the impact of such labels is reviewed, and the value of semantic technique for assessing the connotative effect of labels is proposed. In the second part, this approach was evaluated in a study which found that the more recently coined terms were rated more favourably than more traditional descriptions. Nevertheless, virtually all the terms assessed carried negative, rather than neutral or positive, connotations. The results are discussed in terms of the need to devise descriptions that will promote more positive social representations of mental handicap.
Informal caregivers of people with an intellectual disability in England: health, quality of life and impact of caring
- Authors:
- TOTSIKA Vasiliki, HASTINGS Richard P., VAGENAS Dimitrios
- Journal article citation:
- Health and Social Care in the Community, 25(3), 2017, pp.951-961.
- Publisher:
- Wiley
There is wide variation in reported impact of caring on caregiver well-being, and often a negative appraisal of caregiving. Researchers are beginning to question the robustness of the evidence base on which negative appraisals are based. The present study aimed to draw on data from a population-representative sample to describe the health, quality of life and impact of caring of informal caregivers of people with an intellectual disability. Informal carers of people with intellectual disability (N = 260) were identified among 2199 carers in the English Survey of Carers in Households 2009/10. Generalised estimating equations explored the association between socio-demographic and caring profile with quality of life, physical health status, and impact on psychological health and personal life. Compared to other caregivers, providing care to a person with intellectual disability was not associated with reduced quality of life. There was an 82% increased risk of reporting poorer health status, even though poorer health was not likely to be attributed to care-giving. A higher risk of negative impact on personal life was seen in comparison with the wider group of caregivers, but not in comparison with more similar-sized caregiver groups (mental health or dementia). Carers of people with intellectual disability were more likely to be struggling financially and have a high caring load. These factors were systematically related to lower well-being. A uniformly negative appraisal of caring for people with intellectual disability was not supported by these English population-representative data. Poverty and long care-giving hours may make caregivers more susceptible to negative well-being. Support for caregivers of people with intellectual disability should focus on alleviating those two factors. (Publisher abstract)
Support staff working in intellectual disability services: the importance of relationships and positive experiences
- Author:
- HASTINGS Richard P.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 35(3), September 2010, pp.207-210.
- Publisher:
- Taylor and Francis
The author discusses the lack of research on the role of paid support staff working in intellectual disability services, focusing in particular on the lack of attention to theory and to building a theoretical/conceptual understanding of the role they fulfil. A brief overview is given of research in this field to date. The author suggests that there are two priorities for future research on support staff. These are to understand the relationships formed between support staff and individuals with intellectual disability and understanding the positive contributions that staff perceive that they benefit from directly as a result of their work. He indicates that there are some synergies between research agendas relating to support staff and family carers. It is suggested that finding out why support staff stay in their roles when aspects of their work are stressful, poorly paid, and often poorly supported, might lead down very different roots for practice than the more negatively focused questions such as why staff become stressed at work and why they leave their roles.
Psychological acceptance mediates the impact of the behaviour problems of children with intellectual disability on fathers' psychological adjustment
- Authors:
- MACDONALD Elaine E., HASTINGS Richard P., TITZSIMONS Elaine
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(1), January 2010, pp.27-37.
- Publisher:
- Wiley
Ninety-nine fathers of 67 boys and 32 girls with intellectual disability, between 6 and 18 years of age, participated in a questionnaire study. Psychological acceptance of difficult/negative emotions and thoughts associated with interactions with the child with intellectual disability were measured alongside ratings of the child's behaviour problems and paternal negative (stress, anxiety, depression) and positive ('positive gain') well-being. Psychological acceptance was found to partially mediate the impact of child behaviour problems on paternal stress, anxiety, and depression. Acceptance was also a positive predictor of fathers' perceptions of positive gain associated with raising their child with intellectual disability. However, it could not function as a potential mediator of positive gain in the present research because fathers' ratings of their child's behaviour problems were not associated with paternal positive gain. Implications for practice include the potential of acceptance-based interventions, and other psychological interventions targeting acceptance and avoidance processes (e.g. mindfulness-based approaches), to positively affect paternal psychological adjustment.
Grandparent support for families of children with down's syndrome
- Authors:
- HASTINGS Richard P., THOMAS Hannah, DELWICHE Nicole
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(1), 2002, pp.97-104.
- Publisher:
- Wiley
Although grandparents are recognised as an important source of support for families of children with intellectual and other disabilities, there has been very little research in this area. The aim of the present paper is to present a brief overview of the literature, and to present data from a preliminary study of relationships between parental stress and grandparent support and conflict. Sixty-one parents of children with Down's syndrome (34 mothers and 27 fathers) completed questionnaires on grandparent support and conflict. Parents also completed the Friedrich Short Form of the Questionnaire on Resources and Stress (QRS) with scoring amended to include a depression sub-scale. The main findings were: (1) grandparent support and conflict were associated with mothers' but not fathers' ratings of stress on the QRS, and (2) both grandparent support and conflict made independent contributions to the prediction of mothers' stress on at least one dimension of the QRS. Practical implications of the results for interventions designed to encourage grandparent support for families are discussed. Issues for further research and methodological problems with the study are also identified.
Placement decisions of families co-residing with an adult relative with an intellectual disability
- Authors:
- GREY Jillian M., TOTSIKA Vasiliki, HASTINGS Richard P.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 45(2), 2020, pp.167-175.
- Publisher:
- Taylor and Francis
Background: Placement behaviours of families of adults with intellectual disabilities has received little or no attention of researches to date. Methods: A prospective design was adopted to examine changes in placement decisions of 75 family carers over a 12-month period. Factors associated with changes were also examined. Results: Over 12 months, 30 families moved closer to considering an out of home placement. Of these 14 had placed their relative in out of home care. Proactive coping strategies were significantly associated with an increased likelihood of continued home care. Conclusion: While the results were similar to studies with children with intellectual disability (ID) or autism spectrum disorder (ASD), a move out-of-home occurred more quickly for adults. This may reflect current social policy and societal attitudes where moving out of home is more normative for adults with ID. The lack of association with all but one carer or care recipient factors suggest that changes in placement tendencies for adults may differ from that of children. (Edited publisher abstract)
Developing a logic model to guide evaluation of impact for learning disability projects: the case of the Positive Behavioural Support (PBS) Academy
- Authors:
- SCOTT Suzi J., DENNE Louise D., HASTINGS Richard P.
- Journal article citation:
- Tizard Learning Disability Review, 23(3), 2018, pp.125-132.
- Publisher:
- Emerald
Purpose: Measuring “impact” is an important aspect of the dissemination of evidence-based practice and relevant to all disciplines. However, it has only recently become a focus of enquiry and is not commonly directly researched within the learning disabilities field. The purpose of this paper is to describe the process of developing a logic model for the UK Positive Behavioural Support (PBS) Academy as part of an evaluation and impact study of its work to date. Design/methodology/approach: Logic models are a visual representation of the relationship between a project’s resources, activities and outputs and identified outcomes, in relation to key stakeholder groups. This representation allows for key impact measures to be identified and can be a useful tool for evaluation purposes. The authors used the process outlined by McLaughlin and Jordan (1998) to develop a bespoke logic model for the PBS Academy. Findings: The model was particularly helpful in making clear the distinction between output and impact, identifying impact criteria differentiated by stakeholder group and across time scales, and highlighting areas of activity that are needed to increase the impact of the work of the PBS Academy in the longer term. Originality/value: In the absence of any generalised impact evaluation frameworks in the learning disabilities field, the authors suggest that logic models may provide a useful framework for evaluating the impact of policy, practice, and research interventions. (Edited publisher abstract)
Challenging behaviours in adults with an intellectual disability: a total population study and exploration of risk indices
- Authors:
- BOWRING Darren L., TOTSIKA Vasiliki, HASTINGS Richard P.
- Journal article citation:
- British Journal of Clinical Psychology, 56(1), 2017, pp.16-32.
- Publisher:
- Wiley
Objectives: Considerable variation has been reported in the prevalence and correlates of challenging behaviour (CB) in adults with intellectual disabilities (ID). To provide a robust estimate of prevalence, we identified the entire administrative population of adults with ID in a defined geographical area and used a behaviour assessment tool with good psychometric properties. Methods: Data from 265 adults who were known to services were collected using a demographic survey tool and the Behavior Problems Inventory – Short Form. The prevalence of self-injurious, aggressive/destructive, stereotyped, and overall CB was evaluated. We explored the potential of developing cumulative risk indices (CRI) to inform longitudinal research and clinical practice. Results: The prevalence of overall CB was 18.1%. The prevalence of self-injurious behaviour was 7.5%, aggressive–destructive behaviour 8.3%, and stereotyped behaviour 10.9%. Communication problems and severity of ID were consistently associated with higher risk of CBs. CRIs were significantly associated with CBs, and the five methods of CRI development produced similar results. Conclusions: Findings suggest a multi-element response to CB is likely to be required that includes interventions for communication and daytime activity. Exploratory analyses of CRIs suggested these show promise as simple ways to capture cumulative risk in this population. Subject to longitudinal replication, such a tool may be especially useful in clinical practice to identify adults who are priority for interventions and predict future demand on services. (Edited publisher abstract)
Building psychological resilience in support staff caring for people with intellectual disabilities: pilot evaluation of an acceptance-based intervention
- Authors:
- NOONE Stephen J., HASTINGS Richard P.
- Journal article citation:
- Journal of Intellectual Disabilities, 13(1), March 2009, pp.43-53.
- Publisher:
- Sage
- Place of publication:
- London
Support staff in intellectual disability services may experience significant work-related stress. The aim of the present study was to pilot an intervention called the Promotion of Acceptance in Carers and Teachers (PACT). Fourteen staff provided data on work stress and general wellbeing before and after attending PACT workshops over 1.5 days. A waiting list control subgroup of six staff also completed measures over a 6 week period. Support staff distress reduced significantly from pre-intervention to follow-up, whereas their reports of work-related stressors increased slightly. Psychological wellbeing and work stress did not change over time in the waiting list sample. Although the study is not tightly controlled, these pilot data suggest that the PACT may have a beneficial effect on staff wellbeing whilst not necessarily directly reducing experience of work stress. Thus, the PACT shows promise as a means of developing psychological resilience in support staff.