Search results for ‘Subject term:"learning disabilities"’ Sort:
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Staff experience of the implementation of intensive interaction within their places of work with people with learning disabilities and/or autism
- Authors:
- BERRIDGE Samantha, HUTCHINSON Nick
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.1-15.
- Publisher:
- Wiley
Background: Intensive interaction is an approach used to develop the communication and social inclusion of those who are pre‐verbal. It is used in a variety of settings by healthcare and educational staff. Method: A systematic search was conducted to identify and review the literature which explores staff experiences of intensive interaction being implemented within their places of work. Thematic synthesis was utilized to synthesize the findings. Results: Nine papers were included. Three higher‐order themes were generated: “Personal Doubt, Discordance & Discomfort,” “A Turning Point” and “Needing Implementation at All Levels.” Conclusions: There were consistent findings across a range of settings. Findings suggest that intensive interaction is rewarding for staff and beneficial to those that they work with. Implementation was sometimes perceived to be challenging and this review attempts to highlight solutions with guidance of the literature. Limitations largely relate to heterogeneity of the papers and methodological limitations are discussed. (Edited publisher abstract)
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)
The importance of hearing: a review of the literature on hearing loss for older people with learning disabilities
- Authors:
- BENT Sarah, McSHEA Lynzee, BRENNAN Siobhan
- Journal article citation:
- British Journal of Learning Disabilities, 43(4), 2015, pp.277-284.
- Publisher:
- Wiley
Background: Hearing loss has a significant impact on living well and on communication in all adults, with the numbers affected increasing with age, and adults with learning disabilities being at particular risk. Methods: A review of the literature on hearing loss in older adults with learning disabilities was completed. Results: A significant increase in hearing loss with increasing age in this group was demonstrated, at a greater level than in the general population. Prevalence rates have been the main focus of research, with few considerations of access to hearing assessment or benefits of rehabilitation such as hearing aids, or the effect that age has on living with hearing loss. Conclusions: With advances in audiology services and increased life expectancy of those with learning disabilities, further research would be valuable. In addition, all health and social care services should consider actively promoting hearing assessment and rehabilitation. Individuals, carers and families should also take action, not only when concerns around memory arise, but proactively for all. (Publisher abstract)
Rapid literature review on assistive technology in education: research report
- Author:
- EDYBURN Dave L.
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2020
- Pagination:
- 49
- Place of publication:
- Manchester
Assistive technologies (AT) are specialised products designed for people with special educational needs and disabilities. This report summarises the available evidence concerning AT use and outcomes in education for policy makers, administrators, educators, researchers, and industry in order to provide a comprehensive snapshot of the evidence informing when, where, and for whom AT works. The goal was to understand both the state of the art (as reflected in literature for practitioners), and the state of the science (as reflected in peer-reviewed research literature), concerning AT use and the outcomes and benefits experienced by pupils and students with SEND. The findings of this rapid review of the AT literature revealed a knowledge base of over 950 documents of which 96 were literature reviews. 30 evidence reviews provide moderate – strong evidence concerning the efficacy of specific applications of AT. The most research validated AT intervention focuses on speech, language, and communication disabilities and the use of communication systems known as augmentative and alternative communication (AAC) devices. This body of research evidence is strong and exceedingly clear: providing individuals with a method of communicating, the earlier the better, improves a variety of outcomes relative to independence, educational outcomes, and quality of life. AT is an under-utilised intervention to provide pupils and students with special needs and disabilities a means for accessing and engaging in the curriculum in ways that are representative of the ubiquitous nature of technology in society. Realising the potential of assistive technology will require the coordinated efforts of students, parents, educators, administrators, policymakers, developers, service providers, and researchers to scale the number of pupils and students benefitting from AT interventions that have been shown to be effective. (Edited publisher abstract)
Factors impacting on the capacity to consent in people with learning disabilities
- Authors:
- DYE Linda, HARE Dougal Julian, HENDY Steve
- Journal article citation:
- Tizard Learning Disability Review, 8(3), July 2003, pp.11-20.
- Publisher:
- Emerald
Much discussion of capacity to consent has focused on how capacity can be assessed. In focusing on the assessment of capacity of people with learning disabilities, information from studies of human judgement and decision -making in the general population had been ignored. This article reviews recent literature, highlights the main factors that affect an individual's capacity to consent and examines the integration of research into these factors in the general population with that of people with learning disabilities. A person's capacity to consent is considered to be affected by three main processes: comprehension, decision making, and communication. Discusses the difficulties people with learning disabilities may have in these processes and possible ways of overcoming these limitations.
Including people with intellectual disabilities in the development of their own positive behaviour support plans
- Author:
- BREEZE James
- Journal article citation:
- Tizard Learning Disability Review, 26(4), 2021, pp.199-205.
- Publisher:
- Emerald
Purpose: People with intellectual disabilities are not routinely involved in the assessment of their behaviours that challenge, as this is often completed by a proxy respondent and the health-care professional. This is contrary to guidance stating that everyone should be involved in the planning of their care. This paper aims to show how health-care professionals can support people with intellectual disabilities to engage in the assessment of their behaviours that challenge and the subsequent development of their own positive behaviour support (PBS) plans. Design/methodology/approach: A non-systematic review of the existing literature on improving the engagement of people with learning disabilities in health-care planning, and specifically PBS planning, was undertaken. Appropriate papers were included in this paper. Findings: There are several evidence-based methods to improve people’s engagement in the assessment of their own behaviours that challenge and then the development of their PBS plans. These methods are discussed in terms of their application to supporting people to communicate and involving them in the process of developing a valid and meaningful PBS plan. This is a relatively new focus within the literature, and further research should focus on increasing engagement in the process, as well as monitoring how co-production affects PBS outcomes. Originality/value: This paper summarises some of the approaches used to support people with intellectual disabilities to engage in the assessment of their behaviours that challenge and the development of their own PBS plans. This should encourage health-care professionals to consider how to use alternative and augmentative communication strategies to facilitate co-production in their own clinical practice. (Edited publisher abstract)
Legal, ethical, and rights issues in the adoption and use of the “My Health Record” by people with communication disability in Australia
- Authors:
- HEMSLEY Bronwyn, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(4), 2018, pp.506-514.
- Publisher:
- Taylor and Francis
Background: The aim of this review was to explore the legal, ethical, and rights issues surrounding use of the Australian My Health Record (MyHR) by people with communication disability. Method: The authors undertook a narrative review of the legislation and research affecting the implementation of MyHR in populations with communication disability. Results: Use of MyHR by people with communication disability will require careful consideration in relation to (a) capacity and consent; (b) roles of nominated or authorised representatives in the system; and (c) the way decisions are made in relation to the use of MyHR, including supported decision-making for people with intellectual disability. Conclusion: Legal and ethical issues in the use of MyHR by people with communication disability centre on legal rights and equal access. These issues must be addressed if people with communication disability are to have full access to their legal rights and access in exercising personal choice and control in the use of MyHR. (Edited publisher abstract)
Breaking bad news to people with learning disabilities: a literature review
- Author:
- BROWNRIGG Sophie
- Journal article citation:
- British Journal of Learning Disabilities, 46(4), 2018, pp.225-232.
- Publisher:
- Wiley
Background: This article provides a literature review exploring reasons for disclosure and nondisclosure of bad news to people with learning disabilities. Connections are made to current policy, law and ethics to highlight the complexity of this issue. Methods: This review examines literature on disclosing bad news to people with learning disabilities from 2007 to 2017. A total of 13 articles were found with nine articles having a direct focus on breaking bad news. Results: The main themes identified from this review are maintaining rights and dignity, upholding duty of care, underestimating resilience, protection from harm and capacity to understand. Exploration of who should disclose is examined in reference to relatives, staff and healthcare professionals. Conclusions: Trends surrounding disclosure of diagnosis and prognosis to people with learning disabilities have not kept pace with the trend to disclose with the general population. People with learning disabilities are frequently not informed of their terminal diagnosis and often die without this knowledge. Equally, bad news concerning a friend or relative may also be withheld. (Publisher abstract)
Mental health assessment and intervention for people with complex communication needs associated with developmental disabilities
- Authors:
- Di MARCO Mark, IACONO Teresa
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 4(1), March 2007, pp.40-59.
- Publisher:
- Wiley
This paper addresses the issues of assessment and psychological interventions of mental health in people with complex communication needs of people with intellectual disability and/or cerebral palsy. The literature indicates that research data have been lacking in this area, with a dearth of appropriate assessment tools and information on how to adapt evidence-based psychological interventions for this group. Existing psychological intervention research has been characterized by case studies and quasi-experimental designs with adults with mild intellectual disability who possess relatively good communication skills. In addition, there have been a few experimental studies with a focus on anger management with this group. In light of the lack of an empiric base, clinical practice for people with complex communication needs must draw on the evidence base for the general population, and adaptations of key elements of psychological therapies. Given the paucity of research addressing the mental health issues of people with complex communication needs, there is a need for the development of mental health assessment tools that enable clinicians to directly obtain information from the individual and for building the evidence base for counselling people with complex communication needs.