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)
Early intervention for children with learning disabilities whose behaviours challenge
- Authors:
- COOPER Vivien, et al
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2014
- Pagination:
- 15
- Place of publication:
- Chatham
Drawing on evidence from systematic reviews, meta analyses, narrative reviews, primary research and national data collections, this narrative review sets out the available evidence around early intervention approaches for children with learning disabilities whose behaviours challenge. It identifies the following early interventions: early behavioural interventions; training and support for families; early identification and rapid response; and positive behavioural support. It also recommends key areas of action to help commissioners proactively target resources to deliver good outcomes. The report from part of the Early Intervention Project, delivered in partnership by the Challenging Behaviour Foundation and the Council for Disabled Children. Key messages (Edited publisher abstract)
Early intervention for children with learning disabilities: making use of what we know
- Authors:
- GORE Nick, HASTING Richard, BRADY Serena
- Journal article citation:
- Tizard Learning Disability Review, 19(4), 2014, pp.181-189.
- Publisher:
- Emerald
Drawing on existing literature regarding rates of emotional and behavioural difficulties together with risk factors, the authors present a rationale for increasing initiatives for early intervention of emotional and behaviour difficulties. The study finds rates of emotional and behavioural difficulties amongst children with learning and developmental difficulties are high. A combination of factors relating to the child, the family system, and wider social contexts is likely to account for this. Increased attempts to provide early intervention to children with learning and developmental disabilities together with their families are warranted. Recommendations are made regarding how the development of such supports might best be taken forward. (Edited publisher abstract)
Early intervention and prevention of self-injurious behaviour exhibited by young children with developmental disabilities
- Author:
- RICHMAN D. M.
- Journal article citation:
- Journal of Intellectual Disability Research, 52(1), January 2008, pp.3-17.
- Publisher:
- Wiley
The ontogeny of self-injurious behaviour exhibited by young children with developmental delays or disabilities is due to a complex interaction between neurobiological and environmental variables. In this paper, the literature on emerging self-injury in the developmental disability population is reviewed with a focus on an operant conceptual model of how topographies of self-injurious behaviour can change structurally and become sensitive to various environmental consequences. Results of previous studies are reviewed in terms of extending our research focus from a reactive model of assessment and treatment of well-established cases of self-injury to an early intervention and prevention model.
Prevention in adult safeguarding: a review of the literature
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, FAULKNER Alison, SWEENEY Angela
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2011
- Pagination:
- 59p., bibliog.
- Place of publication:
- London
This report outlines the literature on the preventing the abuse of vulnerable adults, from public awareness campaigns through to approaches that empower the individual to be able to recognise, address and report abuse. In addition, it examines policy and practice guidance and examples of emerging practice. This review began with a scope on data, literature and best practice on what is being done in relation to prevention strategies by local authorities. The scope was then expanded using reference harvesting and expert recommendation. Literature identified is discussed in the following sections: identifying people at risk of abuse; public awareness; information, advice and advocacy; training and education; policies and procedures; community links and community support; regulation and legislation; inter-agency collaboration; and empowerment and choice. Case studies of emerging good practice are included in the final section entitled emerging evidence.
Supporting young people with neurodevelopmental impairment
- Authors:
- HUGHES Nathan, CHITSABESAN Prathiba
- Publisher:
- Centre for Crime and Justice Studies
- Publication year:
- 2015
- Pagination:
- 8
- Place of publication:
- London
Drawing on a range of research, this brief report discusses the over-representation of young people with neurodevelopmental impairment in the youth justice system. This includes young people with learning disabilities; specific learning disorders; communication disorders; attention deficit hyperactivity disorder (ADHD); autistic spectrum disorders; and foetal alcohol spectrum disorders. It explores factors contributing to the criminalisation of young people with neurodevelopmental conditions, such as misinterpretation of behaviours and the importance of early identification and intervention by professionals and services. The key recommendation of the report is that preventive practice in educational and family settings should be prioritised to prevent youth justice interventions. (Edited publisher abstract)
Prevention and social care for adults with learning disabilities
- Authors:
- EMERSON Eric, HATTON Chris, ROBERTSON Janet
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2011
- Pagination:
- 25p., bibliog.
- Place of publication:
- London
Prevention seeks to eliminate or reduce need, and the current UK preventative agenda focuses on encouraging people to have healthy and active lifestyles and supporting people when a care need first arises to stop problems escalating. The aim of this review was to explore the issue of prevention in relation to adult social care services for people with learning disabilities, looking in particular at options for preventative actions, implications for adult social care practice, and possibilities for modelling the consequences of preventative strategies. It discusses what prevention is, ethical and ideological issues, primary prevention of learning disabilities (including screening and addressing environmental causes) and of the need for adult social care services among people with learning disabilities, and secondary prevention of learning disabilities (through early intervention) and of the need for adult social care services among people with learning disabilities. Key research questions for primary and secondary prevention are identified. The paper concludes that a plausible case can be made for the viability and potential effectiveness of primary and secondary prevention of learning disabilities and of the need for social care support among people with learning disabilities, and that the vast majority of the options for prevention involve altering the social and environmental context in which children grow up.