Tizard Learning Disability Review最新文献_第9页

Commentary on “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong” 评论“香港自闭症人士面对面接触的解融合与再融合”

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Tizard Learning Disability Review Pub Date : 2021-02-02 DOI: 10.1108/TLDR-12-2020-0042

K. Nunkoosing

引用次数: 0

De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong 在香港，与自闭症人士面对面接触的解融合和再融合

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Tizard Learning Disability Review Pub Date : 2021-02-02 DOI: 10.1108/TLDR-06-2020-0011

Alex Cockain

引用次数: 1

Keep Safe: collaborative practice development and research with people with learning disabilities 保持安全:与有学习障碍的人合作实践开发和研究

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Tizard Learning Disability Review Pub Date : 2020-12-04 DOI: 10.1108/tldr-12-2019-0040

A. Wake, J. Davies, C. Drake, M. Rowbotham, Nicola Smith, R. Rossiter

{"title":"Keep Safe: collaborative practice development and research with people with learning disabilities","authors":"A. Wake, J. Davies, C. Drake, M. Rowbotham, Nicola Smith, R. Rossiter","doi":"10.1108/tldr-12-2019-0040","DOIUrl":"https://doi.org/10.1108/tldr-12-2019-0040","url":null,"abstract":"\u0000Purpose\u0000This collaborative paper (working together) describes collaborative practice development and research by and with people from the learning disabilities community. This paper aims to show some of the activities which supported the collaborative practice development and research to show and encourage others to do more collaboration. The paper format is based on a previous collaborative paper published in the Tizard Learning Disability Review (Chapman et al., 2013).\u0000\u0000\u0000Design/methodology/approach\u0000The collaborative practice development and feasibility study [1] focuses on an intervention called Keep Safe. This is an intervention for young people with learning disabilities who are 12 years and older and have shown “out-of-control” or harmful sexual behaviour.\u0000\u0000\u0000Findings\u0000The paper gives examples of activities of the Keep Safe Advisory Group in planning, doing and thinking about Keep Safe development and feasibility. The authors list some good things and some difficulties in collaborating. They look at which parts of Frankena et al.’s (2019a) Consensus Statement on how to do inclusive research were done, which ones were not, and why.\u0000\u0000\u0000Social implications\u0000The paper ends with some thoughts about collaborating with people from the learning disabilities community: for people with learning disabilities, practitioners and researchers.\u0000\u0000\u0000Originality/value\u0000The paper is original in its illustration of collaborative practice development and research and measuring the activities against the inclusive research consensus statement.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"25 1","pages":"173-180"},"PeriodicalIF":0.6,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42446660","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}

引用次数: 2

Commentary on a “unified approach to behaviours that challenge”: my freedom – the perspective of people with learning disabilities 评论“对挑战行为的统一方法”:我的自由——学习障碍人士的视角

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Tizard Learning Disability Review Pub Date : 2020-11-30 DOI: 10.1108/tldr-09-2020-0028

Steve Chapman, Michael P. Lillis, S. Lamb, M. Clifton, Charlotte Clay

{"title":"Commentary on a “unified approach to behaviours that challenge”: my freedom – the perspective of people with learning disabilities","authors":"Steve Chapman, Michael P. Lillis, S. Lamb, M. Clifton, Charlotte Clay","doi":"10.1108/tldr-09-2020-0028","DOIUrl":"https://doi.org/10.1108/tldr-09-2020-0028","url":null,"abstract":"\u0000Purpose\u0000As self-advocate leaders, the authors aim to present the perspective of people with learning disabilities on “Behaviour that Challenges: A Unified Approach”. Building on firsthand accounts which reveal compassion and cruelty in the health-care system, the authors propose ways of working, which confirm and add to the thinking in “A Unified Approach”, especially “Capable Environments”.\u0000\u0000\u0000Design/methodology/approach\u0000To ensure integrity, the authors engaged contributors with lived experience of admission to secure care after acting in ways that put themselves or others at risk. The authors included the perspective of people whose severe learning disabilities limit them to few or no words as best they could by interviewing their parents. The authors were supported and advised in the writing of this commentary while retaining full control throughout.\u0000\u0000\u0000Findings\u0000While recognising compassionate care, the authors suggest the provider’s power over a person’s life is a central reason for the care system’s vulnerability to the cruelty evident in firsthand accounts. The authors propose practical ways to offset this power. Firsthand accounts suggest the key features of capable environments are communication, valuing families and developing a valued, caring, well-trained workforce. Lived experience in workforce training and peer-support to individuals offer great potential to transform outcomes.\u0000\u0000\u0000Originality/value\u0000The perspectives of diverse contributors with learning disabilities bring lived experience insight to the challenges of “behaviour that challenges”. The authors aim to add value by blending lived experience viewpoints with the emotion of firsthand accounts of care. The insights of lived experience – too often a marginal consideration in health-care design – are presented here as central to care that fully achieves what people want and need.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"25 1","pages":"145-151"},"PeriodicalIF":0.6,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42625208","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}

引用次数: 1

Challenging behaviour and offending behaviours 挑战行为和冒犯行为

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Tizard Learning Disability Review Pub Date : 2020-11-30 DOI: 10.1108/tldr-04-2020-0005

H. Boer, A. Iyer

引用次数: 1

Care pathways for people with intellectual disabilities who present with behaviours that challenge 为表现出挑战行为的智障人士提供护理途径

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Tizard Learning Disability Review Pub Date : 2020-11-30 DOI: 10.1108/tldr-07-2020-0016

A. Roy, Peter Baker, S. Carmichael

{"title":"Care pathways for people with intellectual disabilities who present with behaviours that challenge","authors":"A. Roy, Peter Baker, S. Carmichael","doi":"10.1108/tldr-07-2020-0016","DOIUrl":"https://doi.org/10.1108/tldr-07-2020-0016","url":null,"abstract":"\u0000Purpose\u0000Care pathways are being increasingly used in the national health service to outline an anticipated programme of care in relation to a particular illness, condition or set of symptoms. The purpose of this paper is to inform those using the service of what they might expect within what time frame. They are designed to reduce variation in practice and allow optimal quality of care across a variety of care settings. Care pathways map out a patient’s journey, providing coordination of services for users. They aim to have: “the right people, doing the right things, in the right order, at the right time, in the right place, with the right outcome”.\u0000\u0000\u0000Design/methodology/approach\u0000This paper outlines care pathways in relation to people with intellectual disabilities who present with behaviour that challenges.\u0000\u0000\u0000Findings\u0000It is likely that many people will have a lifelong need for support, so discharge from clinical services should only be considered if it is genuinely appropriate. Reductions in a person’s behaviours that challenge are likely to be a consequence of changes that have been made to the person’s environment and supports. Therefore, any reductions in the level or type of support that the person receives may lead to an escalation of the behaviour again.\u0000\u0000\u0000Originality/value\u0000Standards in relation to care pathways are presented.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"25 1","pages":"99-107"},"PeriodicalIF":0.6,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707190","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}

引用次数: 0

Commentary on “Video-modelling as an effective solution for coaching carers of autistic adults”: building skills; that should be our priority 关于“视频建模是指导自闭症成年人护理人员的有效解决方案”的评论：培养技能；这应该是我们的首要任务

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Tizard Learning Disability Review Pub Date : 2020-11-30 DOI: 10.1108/tldr-10-2020-0030

Athanasios Vostanis

引用次数: 0

Capable environments 功能强大的环境

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Tizard Learning Disability Review Pub Date : 2020-11-30 DOI: 10.1108/tldr-05-2020-0007

P. McGill, J. Bradshaw, G. Smyth, Maria Hurman, Ashok Roy

引用次数: 14

Video-modelling as an effective solution for coaching carers of autistic adults 视频建模作为指导自闭症成人护理人员的有效解决方案

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Tizard Learning Disability Review Pub Date : 2020-11-30 DOI: 10.1108/tldr-03-2020-0004

G. Cohen, P. McGill

{"title":"Video-modelling as an effective solution for coaching carers of autistic adults","authors":"G. Cohen, P. McGill","doi":"10.1108/tldr-03-2020-0004","DOIUrl":"https://doi.org/10.1108/tldr-03-2020-0004","url":null,"abstract":"Purpose: Teaching skills to autistic individuals can increase independence and quality of life. However, staff supporting such individuals often lack the skills needed to teach skills. This study evaluated the use of digital videos (DVDs) to coach three care staff in teaching tooth-brushing skills to three autistic adults with co-occurring intellectual disabilities. Design/methodology/approach (required): Personalized DVDs provided guidance on key elements of teaching new skills, including graded assistance, contingent reinforcement, and environmental configuration. Participants watched their DVD six times over several days. Its impact on their teaching performances was evaluated using a multiple-baseline design. Social validity was investigated by distributing a questionnaire among the participants and family members of autistic adults. Findings (required): Teaching performances improved substantially following training. The coaching method was rated positively by participants and family members. Originality/Value: Video-modeling technology can be used effectively to provide an efficient, individualized, and acceptable method of coaching for care staff.","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"25 1","pages":"197-206"},"PeriodicalIF":0.6,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41682245","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}

引用次数: 1

Commentary on a “unified approach to behaviours that challenge”: against consensus – why we need a new field of challenging behaviour studies 评论“对具有挑战性的行为的统一方法”:反对共识——为什么我们需要一个具有挑战性的行为研究的新领域

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Tizard Learning Disability Review Pub Date : 2020-11-30 DOI: 10.1108/tldr-08-2020-0021

S. C. Simplican

{"title":"Commentary on a “unified approach to behaviours that challenge”: against consensus – why we need a new field of challenging behaviour studies","authors":"S. C. Simplican","doi":"10.1108/tldr-08-2020-0021","DOIUrl":"https://doi.org/10.1108/tldr-08-2020-0021","url":null,"abstract":"\u0000Purpose\u0000This paper challenges the value of consensus within the field of learning disability. In this commentary, the author argues that consensus threatens to silence multiple viewpoints, hides how power operates and stifles creativity.\u0000\u0000\u0000Design/methodology/approach\u0000The author focuses on two articles within this special issue to suggest that the consensus celebrated is more about a set of shared values, rather than a set of shared practices. This should make us question the depth of the field’s consensus.\u0000\u0000\u0000Findings\u0000The presumption that multiple paradigms can be “unified” actually hides how power operates to resolve disagreements among positive behaviour support, active support and human rights approaches. A similar erasure occurs in the language of “capable environments,” which the author argues obscures the role of individuals, relationships and organizational cultures in impacting quality of life.\u0000\u0000\u0000Research limitations/implications\u0000We need to create and build a new interdisciplinary field of challenging behaviour studies that is willing to embrace conflict and disagreement in research, policy and practice.\u0000\u0000\u0000Practical implications\u0000The author believes that this approach is more likely to empower people, including people with learning disabilities whose behaviour challenges, family members, and direct support workers because it is more likely to recognize their experiences and expertise.\u0000\u0000\u0000Originality/value\u0000A new multidisciplinary field of challenging behaviour studies may encourage more theoretical diversity that makes us challenge the value of consensus and embrace creativity.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"25 1","pages":"169-172"},"PeriodicalIF":0.6,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47524100","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}

引用次数: 0