Search results for ‘Subject term:"severe learning disabilities"’ Sort:
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Organization of a family training service pertaining to intellectual disabilities
- Authors:
- ZINGALE Marinella, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 5(1), 2008, pp.69-72.
- Publisher:
- Wiley
The authors present the outcomes of three parent training experiences carried out at the Research Institute "OASI MARIA SS" in Troina, Italy, which were designed to facilitate the acquisition of specific competencies and to promote educational effectiveness within the family. Some 30 families (all with a member with autistic disorder or with severe and profound intellectual disability) were followed for a four-week period. Treatments were carried out according to a multidisciplinary approach (a social worker, physician, psychologist, pedagogist, and educator were involved). The main objectives of the training were to promote families' willingness to collaborate, to improve educational abilities, to foster problem solving, and to create a local support network. To assess change, a pre- and post-questionnaire was administered to families. In the three different training models, relevant improvements in coping abilities as well as development of educational self-confidence were noted.
Start from scratch
- Authors:
- SIMPSON Karen, MYERS Mary, McKNIGHT Irene
- Journal article citation:
- Community Care, 9.10.03, 2003, p.43.
- Publisher:
- Reed Business Information
The authors reports training they provided for staff working in a residential care home for men with learning difficulties in Bulgaria.
Introducing the Second Edition of the EDY - training staff in behavioural methods
- Authors:
- FARRELL Peter, et al
- Journal article citation:
- Mental Handicap, 21(3), September 1993, pp.87-91.
- Publisher:
- British Institute of Mental Handicap
Outlines the changes made to the Education of the Developmentally Young course in the context of planning and delivering effective services for people with severe learning disabilities.
Bereavement and loss: developing a memory box to support a young woman with profound learning disabilities
- Authors:
- YOUNG Hannah, GARRARD Brenda
- Journal article citation:
- British Journal of Learning Disabilities, 44(1), 2016, pp.78-84.
- Publisher:
- Wiley
Supporting bereaved people with profound learning disabilities still remains an under-researched area. Moreover, the barriers of communication and disenfranchised grief mean that they often do not receive the support they require, leading to emotional and behavioural difficulties. This article describes research using a case study design, which explored how memory box work was used to support the bereavement process with one young woman, Claire and the outcomes for Claire and her family. Exploring the history of the relationship between Claire and her brother, the work also benefitted her mother and her paid carers. (Publisher abstract)
Challenged by complexity: person centred planning with people with complex multiple disabilities
- Authors:
- FIEDLET Barrie, LAWTON Annie
- Publisher:
- Association for Real Change
- Publication year:
- 2003
- Pagination:
- 39p.
- Place of publication:
- Chesterfield
This three-part guide was produced following a Department of Health funded project to promote best practice in purchasing, providing and regulating services for people with complex multiple disabilities. The resource includes a workbook of practical information guidelines, including good practice suggestions from interviews undertaken. It covers using Valuing People, being person centred, keeping records, and information about meeting the Care Standards. A training supplement providing exercises to encourage people supporting people with complex needs to work in a person centred way. The final section provides a report of the projects key findings.
King of creative music
- Author:
- NICKALLS Susan
- Journal article citation:
- Third Force News, 20.3.98, 1998, pp.8-9.
- Publisher:
- Scottish Council for Voluntary Organisations
Outlines the creative music courses run at St Andrews University's School of Psychology for care staff who work with people with learning difficulties, and discusses their benefits.
The functional assessment of challenging behaviour: a comparison of information-based, experimental and descriptive methods
- Authors:
- TOOGOOD Sandy, TIMLIN Kevin
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 9(3), 1996, pp.206-222.
- Publisher:
- Wiley
The function of challenging behaviours displayed by 20 people with severe intellectual disabilities was assessed using information-based, experimental and descriptive methods. The results suggest that information-based, descriptive and experimental approaches to assessment vary with regards to (1) the probability of ascribing functions across a range of challenging behaviours; (2) the types and characteristics of behaviours to which functions are more likely to be ascribed; (3) the types of functions which are likely to identified; and (4) the probability with which they identify multiple functions. The results also suggest that the level of agreement between different approaches was disappointingly poor. Attention is also drawn to the importance of staff training to enhance the performance of informant-based methods and the further development of non-experimental approaches to functional assessment.
Teaching intensive interaction to paid carers: using the ‘communities of practice’ model to inform training
- Authors:
- RAYNER Kelly, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(1), 2016, pp.63-70.
- Publisher:
- Wiley
The engagement of people with learning disabilities in social communication is crucial to the development of relationships with others, a sense of social inclusion and self-worth. Intensive Interaction is an approach that can help carers develop their skills to engage people with severe and profound learning disabilities in personally relevant communication. Carers learn techniques by attending workshops offered by health and social care professionals, and this study seeks to explore the impact of one such training programme. This study used interpretative phenomenological analysis to explore the lived experience of Intensive Interaction training and practice of three paid carers who worked with people with learning disabilities. Three superordinate themes emerged from the analysis: ‘Investment’, ‘Outcomes’ and ‘Challenges’. Results suggest that participants had an overwhelmingly positive experience in learning and using Intensive Interaction and that coaching, supervision and support were vital. The clinical and practical implications for this are discussed. (Edited publisher abstract)
Evaluation of the impact of supervisory support on staff experiences of training
- Authors:
- KOSKI Katja, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.77-84.
- Publisher:
- Emerald
Purpose: This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach: The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings: Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value: Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished. (Publisher abstract)
Interactive training: supporting people with severe and profound intellectual disabilities in meaningful activity
- Author:
- TOOGOOD Sandy
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 80p., CD ROM
- Place of publication:
- Brighton
This training pack has been developed to train staff and help them develop skills to support people with learning disabilities in their daily lives at home. The interactive training includes person-centred orientation, positive behaviour support, and active support, all of which will increase positive engagement. Part 1 of the pack provides an overview of manual and looks at when and how to use interactive training. Part 2 covers organising and leading interactive training, including giving feedback and coaching. Part 3 looks at follow-up, writing training summaries, outcomes and oral presentation. Part 4 provides details on training the trainers in workshop-based simulation training. Forms, sheets and handouts are also included. The training pack will be of interest to professional and supervisory staff, practitioners, psychologists, nurses, social workers, occupational therapists, professional trainers.