Pub Date : 2021-02-02DOI: 10.1108/TLDR-12-2020-0042
K. Nunkoosing
Purpose The purpose of this paper is to provide a commentary on Alex Cockain’s article “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”. Design/methodology/approach The commentary considers the issues raised in Cockain’s article primarily from a focus on Goffman’s concept of “stigma”. Cognitive, emotional and behavioural components of stigma are examined and its wider relevance considered. Findings There has been less research on the stigma of learning disability than on that of mental health, despite a very early study of learning disability (Edgerton, 1967) using the concept only four years after the publication of Goffman’s (1963) seminal work. A number of points of relevance of stigma are identified including to social role valorisation, visible and invisible stigmas, the concept of “passing”, microaggression, disablism and labelling. Originality/value The commentary illustrates the relevance of the concept of stigma to other aspects of learning disability and disability scholarship.
{"title":"Commentary on “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”","authors":"K. Nunkoosing","doi":"10.1108/TLDR-12-2020-0042","DOIUrl":"https://doi.org/10.1108/TLDR-12-2020-0042","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide a commentary on Alex Cockain’s article “De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong”.\u0000\u0000\u0000Design/methodology/approach\u0000The commentary considers the issues raised in Cockain’s article primarily from a focus on Goffman’s concept of “stigma”. Cognitive, emotional and behavioural components of stigma are examined and its wider relevance considered.\u0000\u0000\u0000Findings\u0000There has been less research on the stigma of learning disability than on that of mental health, despite a very early study of learning disability (Edgerton, 1967) using the concept only four years after the publication of Goffman’s (1963) seminal work. A number of points of relevance of stigma are identified including to social role valorisation, visible and invisible stigmas, the concept of “passing”, microaggression, disablism and labelling.\u0000\u0000\u0000Originality/value\u0000The commentary illustrates the relevance of the concept of stigma to other aspects of learning disability and disability scholarship.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48865153","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}
Pub Date : 2021-02-02DOI: 10.1108/TLDR-06-2020-0011
Alex Cockain
Purpose This article documents accounts of the tactics parents and siblings of autistic persons in Hong Kong deploy to manage social encounters. This article aims to consider the impact of such tactics and their enmeshment with factors that combine to limit satisfactory outcomes and outlines a project intent upon contriving dialogue between persons. Design/methodology/approach This qualitative project elicited stories and accounts (or narratives) produced by persons involved in encounters involving autistic persons. This project also intervened in these encounters. Findings Persons involved in social encounters are de-fused, in the sense of being disconnected. The emotions persons experience through these encounters (e.g. and especially anxiety) remain hidden. Dialogue has the capacity to re-fuse, not only reconnecting but also rejecting unsatisfactory arrangements. Originality/value The dialogue produced in the article may extend beyond the specific circumstances and persons considered, potentially reducing the barriers and distances between autistic persons and others.
{"title":"De-fusing and re-fusing face-to-face encounters involving autistic persons in Hong Kong","authors":"Alex Cockain","doi":"10.1108/TLDR-06-2020-0011","DOIUrl":"https://doi.org/10.1108/TLDR-06-2020-0011","url":null,"abstract":"\u0000Purpose\u0000This article documents accounts of the tactics parents and siblings of autistic persons in Hong Kong deploy to manage social encounters. This article aims to consider the impact of such tactics and their enmeshment with factors that combine to limit satisfactory outcomes and outlines a project intent upon contriving dialogue between persons.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative project elicited stories and accounts (or narratives) produced by persons involved in encounters involving autistic persons. This project also intervened in these encounters.\u0000\u0000\u0000Findings\u0000Persons involved in social encounters are de-fused, in the sense of being disconnected. The emotions persons experience through these encounters (e.g. and especially anxiety) remain hidden. Dialogue has the capacity to re-fuse, not only reconnecting but also rejecting unsatisfactory arrangements.\u0000\u0000\u0000Originality/value\u0000The dialogue produced in the article may extend beyond the specific circumstances and persons considered, potentially reducing the barriers and distances between autistic persons and others.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42132052","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}
Pub Date : 2020-12-04DOI: 10.1108/tldr-12-2019-0040
A. Wake, J. Davies, C. Drake, M. Rowbotham, Nicola Smith, R. Rossiter
Purpose This 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). Design/methodology/approach The 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. Findings The 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. Social implications The paper ends with some thoughts about collaborating with people from the learning disabilities community: for people with learning disabilities, practitioners and researchers. Originality/value The paper is original in its illustration of collaborative practice development and research and measuring the activities against the inclusive research consensus statement.
这篇协作论文(一起工作)描述了学习障碍社区的人们的协作实践发展和研究。本文旨在展示一些支持协作实践发展和研究的活动，以展示和鼓励其他人进行更多的协作。论文格式基于之前发表在Tizard学习障碍评论(Chapman et al.， 2013)上的一篇合作论文。设计/方法/方法协作实践开发和可行性研究[1]侧重于一项名为Keep Safe的干预措施。这是针对12岁及以上有学习障碍并表现出“失控”或有害性行为的年轻人的干预。本文给出了Keep Safe咨询小组在Keep Safe发展和可行性的规划、实施和思考方面的活动实例。作者列举了合作中的一些优点和一些困难。他们研究了Frankena等人(2019a)关于如何进行包容性研究的共识声明的哪些部分已经完成，哪些部分没有完成，以及为什么。社会意义本文最后提出了与学习障碍群体合作的一些想法:对学习障碍人士、从业者和研究人员。原创性/价值本文在阐述协作实践发展和研究以及根据包容性研究共识声明衡量活动方面具有独创性。
{"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}
Pub Date : 2020-11-30DOI: 10.1108/tldr-09-2020-0028
Steve Chapman, Michael P. Lillis, S. Lamb, M. Clifton, Charlotte Clay
Purpose As 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”. Design/methodology/approach To 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. Findings While 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. Originality/value The 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.
{"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}
Pub Date : 2020-11-30DOI: 10.1108/tldr-04-2020-0005
H. Boer, A. Iyer
Purpose The purpose of this paper is to explore three main areas in relation to the interface between challenging behaviour and offending. Design/methodology/approach The first aim is to explore the labelling of behaviours as challenging or offending behaviour in the light of legal definitions, staff knowledge and beliefs and the mental capacity and mental health acts. The second is to explore challenging behaviour as a risk factor for offending in people with Intellectual Disability (ID).The third aim is to discuss the challenging behaviour as a barrier to discharge from secure services. Findings There is limited research suggesting that challenging behaviour such as physical aggression can lead to longer stay in forensic services, and this warrants further research. Originality/value This paper aims to promote discussion about the interface of offending and challenging behaviour in people with IDs and to promote best practice.
{"title":"Challenging behaviour and offending behaviours","authors":"H. Boer, A. Iyer","doi":"10.1108/tldr-04-2020-0005","DOIUrl":"https://doi.org/10.1108/tldr-04-2020-0005","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore three main areas in relation to the interface between challenging behaviour and offending.\u0000\u0000\u0000Design/methodology/approach\u0000The first aim is to explore the labelling of behaviours as challenging or offending behaviour in the light of legal definitions, staff knowledge and beliefs and the mental capacity and mental health acts. The second is to explore challenging behaviour as a risk factor for offending in people with Intellectual Disability (ID).The third aim is to discuss the challenging behaviour as a barrier to discharge from secure services.\u0000\u0000\u0000Findings\u0000There is limited research suggesting that challenging behaviour such as physical aggression can lead to longer stay in forensic services, and this warrants further research.\u0000\u0000\u0000Originality/value\u0000This paper aims to promote discussion about the interface of offending and challenging behaviour in people with IDs and to promote best practice.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"25 1","pages":"117-124"},"PeriodicalIF":0.6,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46309111","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}
Pub Date : 2020-11-30DOI: 10.1108/tldr-07-2020-0016
A. Roy, Peter Baker, S. Carmichael
Purpose Care 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”. Design/methodology/approach This paper outlines care pathways in relation to people with intellectual disabilities who present with behaviour that challenges. Findings It 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. Originality/value Standards in relation to care pathways are presented.
{"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}
Pub Date : 2020-11-30DOI: 10.1108/tldr-10-2020-0030
Athanasios Vostanis
Purpose This paper aims to discuss the importance of offering high-quality support focussed on developing the skills of individuals with intellectual and developmental disabilities. Design/methodology/approach The analysis will be based on the study published by Cohen and McGill (2020), who demonstrated that video modelling led to improvements in support workers’ performance when training adults with intellectual and developmental disabilities to brush their teeth. Findings Developing the skills of staff members and services users should be one of our primary aims. Evidence-based practices grounded in behaviour analysis can help produce optimal outcomes that will improve the quality of service provision and, subsequently, the service users’ quality of life. Originality/value This paper is aimed at parents and professionals working in the field of disabilities who are keen to further improve the service provision of people with disabilities.
{"title":"Commentary on “Video-modelling as an effective solution for coaching carers of autistic adults”: building skills; that should be our priority","authors":"Athanasios Vostanis","doi":"10.1108/tldr-10-2020-0030","DOIUrl":"https://doi.org/10.1108/tldr-10-2020-0030","url":null,"abstract":"\u0000Purpose\u0000This paper aims to discuss the importance of offering high-quality support focussed on developing the skills of individuals with intellectual and developmental disabilities.\u0000\u0000\u0000Design/methodology/approach\u0000The analysis will be based on the study published by Cohen and McGill (2020), who demonstrated that video modelling led to improvements in support workers’ performance when training adults with intellectual and developmental disabilities to brush their teeth.\u0000\u0000\u0000Findings\u0000Developing the skills of staff members and services users should be one of our primary aims. Evidence-based practices grounded in behaviour analysis can help produce optimal outcomes that will improve the quality of service provision and, subsequently, the service users’ quality of life.\u0000\u0000\u0000Originality/value\u0000This paper is aimed at parents and professionals working in the field of disabilities who are keen to further improve the service provision of people with disabilities.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"25 1","pages":"207-211"},"PeriodicalIF":0.6,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47105820","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}
Pub Date : 2020-11-30DOI: 10.1108/tldr-05-2020-0007
P. McGill, J. Bradshaw, G. Smyth, Maria Hurman, Ashok Roy
Purpose The purpose of this paper is to outline the role played by different aspects of the social, physical and organisational environments in preventing behaviour described as challenging in people with learning disabilities. Design/methodology/approach Conceptual elaboration drawing on research and practice literature. Findings Community placements for people with learning disabilities should develop the characteristics of capable environments. Such characteristics are associated with prevention of challenging behaviour and improved quality of life outcomes. Originality/value The notion of the capable environment may help to shift the focus from the individual who displays behaviour described as challenging to the characteristics of the social, physical and organisational supports that they receive.
{"title":"Capable environments","authors":"P. McGill, J. Bradshaw, G. Smyth, Maria Hurman, Ashok Roy","doi":"10.1108/tldr-05-2020-0007","DOIUrl":"https://doi.org/10.1108/tldr-05-2020-0007","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to outline the role played by different aspects of the social, physical and organisational environments in preventing behaviour described as challenging in people with learning disabilities.\u0000\u0000\u0000Design/methodology/approach\u0000Conceptual elaboration drawing on research and practice literature.\u0000\u0000\u0000Findings\u0000Community placements for people with learning disabilities should develop the characteristics of capable environments. Such characteristics are associated with prevention of challenging behaviour and improved quality of life outcomes.\u0000\u0000\u0000Originality/value\u0000The notion of the capable environment may help to shift the focus from the individual who displays behaviour described as challenging to the characteristics of the social, physical and organisational supports that they receive.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41782526","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}
Pub Date : 2020-11-30DOI: 10.1108/tldr-03-2020-0004
G. Cohen, P. McGill
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.
{"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}
Pub Date : 2020-11-30DOI: 10.1108/tldr-08-2020-0021
S. C. Simplican
Purpose This 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. Design/methodology/approach The 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. Findings The 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. Research limitations/implications We 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. Practical implications The 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. Originality/value A new multidisciplinary field of challenging behaviour studies may encourage more theoretical diversity that makes us challenge the value of consensus and embrace creativity.
{"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}
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