Tizard Learning Disability Review最新文献

{"title":"The effects of changing the classroom play environment on the peer interactions of autistic children with an intellectual disability","authors":"Hayley Locke, Brian Fennell","doi":"10.1108/tldr-12-2022-0030","DOIUrl":"https://doi.org/10.1108/tldr-12-2022-0030","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Autistic children, particularly those with an intellectual disability, often face difficulties with early verbal development and social interaction. The science of behaviour analysis has developed procedures shown through research to help support and teach these skills. Interventions focusing solely on manipulating the antecedent stimuli in the environment are presented less frequently in the literature than those concerned with response consequences. This study aims to evaluate if changes to the classroom environment would evoke prosocial behaviours during play sessions.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A multiple treatment reversal design was used to compare the presence of anthropomorphic toys, pet animals and toys themed upon preferred interests, introduced on a central table within the existing play area. Data were collected on the social behaviour of peers in two primary classrooms.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>For five of the six participants, all three conditions resulted in increased social behaviour compared to baseline conditions.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>At the time of the study, social interaction opportunities were limited due to the COVID-19 pandemic restrictions, placing greater emphasis on safely encouraging opportunities within the classroom to ensure skill maintenance. Due to the reported outcomes, educators, particularly in specialised settings, should focus on evaluating their classroom environment to ensure the contents and layout support children in maintaining and generalising their social skills. Further research on the benefits of class pets is also encouraged.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using the children’s accelerated trauma technique with adults with intellectual disabilities","authors":"Kevin O'Farrell, Nick Garner, Matt Symes","doi":"10.1108/tldr-10-2023-0026","DOIUrl":"https://doi.org/10.1108/tldr-10-2023-0026","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore using the children’s accelerated trauma technique (CATT) in an adult intellectual disability population, with the aim of reducing symptoms of post-traumatic stress disorder (PTSD).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A service evaluation was completed to investigate differences between pre- and post-CATT trauma scores.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Scores on a measure of PTSD decreased significantly following CATT.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The findings support continued use of CATT in adults with intellectual disabilities, and they highlight the need to evaluate effectiveness in a larger sample.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper evaluates the novel application of a trauma treatment – developed for use with children – in an adult intellectual disability population and adds to the existing evidence base.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on “The effects of changing the classroom play environment on the peer interactions of autistic children with an intellectual disability”","authors":"Jisan Phillips","doi":"10.1108/tldr-06-2024-0025","DOIUrl":"https://doi.org/10.1108/tldr-06-2024-0025","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore the challenges and themes discussed in the associated article “The Effects of Changing the Classroom Play Environment on the Peer Interactions of Autistic Children with an Intellectual Disability.” It expands on the research's context, foundation and potential impact, critically analysing the evidence on this topic.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This commentary evaluates the perceptions and effectiveness of different classroom play environments for autistic children with intellectual disabilities, using a multiple treatment reversal design (ABACADA) to investigate how various play conditions impact prosocial behaviours.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The inclusion of toys related to preferred interests, such as anthropomorphic toys and small animals, promotes engagement and social interactions. The commentary highlights common barriers, but the study’s results are encouraging. Further investigation could benefit clinicians and educators in optimising classroom setups for applied practice. Potential solutions to barriers are considered.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The value and design of classroom play environments for autistic children with intellectual disabilities remain debated. This commentary provides a balanced, evidence-based perspective on how specific stimuli can enhance prosocial behaviours, contributing to ongoing discussions on inclusive and supportive educational practices.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Frontline managers’ experiences of practice leadership for when supporting autistic adults with complex support needs residing in community housing","authors":"Georgina Rickard, Roy Deveau","doi":"10.1108/tldr-01-2024-0001","DOIUrl":"https://doi.org/10.1108/tldr-01-2024-0001","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to investigate the experiences of frontline managers supervising and developing staff to support autistic adults living in two types of residential housing in the community.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A qualitative approach used semi-structured interviews with 14 frontline managers. Audio-taped material was transcribed and analysed using thematic analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Two main themes emerged. Theme 1 “autism in practice” illustrates commonalities observed to affect autistic adults with learning disabilities receiving staff support; whilst one sub-theme illustrated the diversity in how these commonalities may be experienced and expressed, another focused on participants’ experiences of staff concerns regarding behaviours described as challenging. Theme two, “what’s important in autism-informed support” reflected participants’ perceptions of the features of successful person-centred staff support for autistic service users.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The “rich” experiences of these managers may not be readily generalised.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Features of good staff support for autistic adults who may show behaviours of concern included attending to individuals’ specific communication and sensory needs and for predictability within their environments. Developing staff skills and confidence to implement skilled approaches in the context of often high risk behaviour of concern took time and frontline managers “on site” to observe, coach, mentor and demonstrate good practice. More intellectually (verbally) able service-users were perceived as more “difficult” to support.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Staff supporting autistic adults in ordinary housing need frontline managers to act as practice leaders rather than administrators.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study is the first to report, to the best of the authors’ knowledge, on management for staff supporting autistic adults living in community housing.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141613351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on “Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities”","authors":"Adam Clifford, Mariam Omokanye, Deval Bagalkote","doi":"10.1108/tldr-05-2024-0022","DOIUrl":"https://doi.org/10.1108/tldr-05-2024-0022","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to provide a commentary response to “Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities”.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The commentary provides some evidence-based perspectives on the risks and challenges of psychiatric drug-withdrawal, emphasising the importance of the patient experience in deprescribing decisions. It also makes the case for clinical clarity and carer-engagement in optimising deprescribing outcomes for individuals. Some clinical reflections are provided.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Whilst efforts to reduce the overmedication of people with learning disabilities are welcomed, there is lacking evidence around this population’s experience of adverse effects from psychiatric deprescribing decisions, including differentiating between withdrawal and relapse effects. Clinical clarity and carer engagement are key to safe and effective prescribing, although in reality, this can be challenging.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper will be of value to all professionals with a role in the effective deprescribing of psychiatric medications with and/or for people with intellectual disability. It provides perspectives on aspects of stakeholder experience that warrant further consideration and research.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141586210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on: an evaluation of a speech and language therapy eating, drinking, and swallowing service for adults with intellectual disability (Crocker et al., 2024)","authors":"Kitty Stewart, Nina Heckelmann, Alida Roos","doi":"10.1108/tldr-04-2024-0016","DOIUrl":"https://doi.org/10.1108/tldr-04-2024-0016","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to expand upon some of the issues raised in “An evaluation of a speech and language therapy eating, drinking and swallowing service for adults with intellectual disability” (Crocker <em>et al.</em>, 2024).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This commentary outlines considerations for multidisciplinary team working and professional roles both within and beyond the community learning disability team. It discusses models of service delivery and competency frameworks relating to eating, drinking and swallowing services.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Services should be integrated, include a broad multidisciplinary team and aim to increase competency in all contexts supporting people with eating, drinking and swallowing needs. Outcomes of service provision need to be measured outside of individualised care.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper broadens the discussion of quality of eating, drinking and swallowing services beyond speech and language therapy and considers a whole systems approach.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141171297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting","authors":"Debbie Reardon, Magda M. Apanasionok, Corinna Grindle","doi":"10.1108/tldr-08-2023-0019","DOIUrl":"https://doi.org/10.1108/tldr-08-2023-0019","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>There is a sparsity of research that considers how to overcome implementation challenges for interventions in special school settings where specialist teaching methods are involved. Successful implementation has often relied on considerable researcher involvement, making them inaccessible and not sustainable for the majority of special schools. The purpose of this study was to implementa train-the-trainer approach to train teaching staff to use the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) programme in a large special school in the UK, thereby significantly reducing researcher involvement in its implementation.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>One staff member was trained to become the school lead for TEN-DD and trained other teaching staff in the school on implementation. This study recruited 13 students aged between 12 and 16 years of age with developmental disabilities to receive TEN-DD. Pre- and post-intervention tests on a standardised numeracy measure were conducted.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>A train-the-trainer model was developed and successfully delivered to train teaching staff in TEN-DD. A standardised outcome measure indicated that ten students made improvements to their numeracy skills after teachers trained using this approach delivered TEN-DD for between 3 and 10 months.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Very little research has been carried out to better understand methods for overcoming implementation challenges for delivering evidence-based teaching programmes at scale to students with developmental disabilities who attend special schools. To the best of the authors’ knowledge, this study reports the results of the first evaluation of using a train-the-trainer model for the delivery of a numeracy intervention (TEN-DD), whereby there was no involvement of researchers in implementation beyond the initial training of the school lead. This model of training for interventions may be more sustainable for special schools and help improve the uptake of evidence-based interventions.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140804602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network","authors":"Corinna Grindle, Louise D. Denne, Emily J. Roberts-Tyler, Suzi Jayne Sapiets, Magda M. Apanasionok, J. Carl Hughes, Richard P. Hastings, Nick Gore, Peter Baker, Claire McDowell","doi":"10.1108/tldr-08-2023-0018","DOIUrl":"https://doi.org/10.1108/tldr-08-2023-0018","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>With a historic lack of attention to synthesis methods such as systematic review and meta-analysis and a lack of randomised controlled trials, the evidence base for behavioural interventions for children and adults who are autistic or are diagnosed with developmental disabilities is patchy. The Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN), a network of like-minded researchers and practitioners across the UK, aims to address this. The purpose of this paper is to describe the network’s work and provide the context for the remaining articles in the special issue that exemplify network projects.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>In this case study paper, the authors describe how the SF-DDARIN works and is resourced, detailing the process used to maximise research opportunities by facilitating network members working together. The authors outline the progressive research steps that the SF-DDARIN has identified are needed to develop and improve the evidence base for behavioural interventions systematically and, with examples, describe how the network delivers these steps.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Since its establishment in 2016, the SF-DDARIN network members have collectively worked on more than 53 projects involving over 50 researchers, had over 120 special schools contribute to projects and have recruited over 500 participants. This has been achieved through funding from the Sharland Foundation, primarily to cover the staffing costs of a small support team and internship partnerships with external organisations. Some projects have attracted external funding.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>SF-DDARIN may provide an innovative, effective and resource-efficient model for other groups seeking to develop and extend their evidence base in developmental disability research.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140804566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of an adapted Handwriting Without Tears® programme for children with developmental disabilities in a special education setting","authors":"Emily Goyen, Corinna Grindle, Vaso Totsika, Suzi J. Sapiets","doi":"10.1108/tldr-07-2023-0015","DOIUrl":"https://doi.org/10.1108/tldr-07-2023-0015","url":null,"abstract":"\u0000Purpose\u0000Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.\u0000\u0000\u0000Design/methodology/approach\u0000Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.\u0000\u0000\u0000Findings\u0000Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.\u0000\u0000\u0000Originality/value\u0000This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on “developing an evidence base for behavioural interventions: a case study of the Headsprout® Early Reading programme”","authors":"Konstantinos Rizos","doi":"10.1108/tldr-02-2024-0005","DOIUrl":"https://doi.org/10.1108/tldr-02-2024-0005","url":null,"abstract":"\u0000Purpose\u0000This paper aims to offer a commentary on Denne et al.’s (2024) article discussing the journey undertaken by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network to augment evidence surrounding the efficacy of the online Headsprout® Early Reading programme.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing from over 15 years of professional experience as a qualified teacher in special education settings, the author reflects on the network’s approach and its alignment with their own expertise.\u0000\u0000\u0000Findings\u0000While acknowledging the commendable focus of the network on amassing additional evidence, this commentary underscores the importance of identifying barriers and fostering adaptability within the educational landscape. Central to the discussion is the imperative to prioritise students’ needs and tailor data collection methods to suit their unique contexts.\u0000\u0000\u0000Originality/value\u0000This commentary is aimed at professionals working in special education settings striving to improve their practice and student outcomes.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}