Teaching playground behavioural expectations to secondary age students with intellectual disabilities attending a special school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Simó-Pinatella ◽  
Marisa Carvalho
Keyword(s):  
Intellectual Disabilities ◽  
Secondary Students ◽  
School Setting ◽  
Special School ◽  
Content Type ◽  
Students With Intellectual Disabilities ◽  
Special Education School ◽  
Adults With Intellectual Disabilities ◽  
Materials Used

Purpose School-wide positive behaviour support (SWPBS) is a proactive behavioural support system that fosters behaviour change in individuals in a school setting. This article aims to present a case example of teaching and reinforcing behavioural expectations in a special school. Design/methodology/approach This case study reflects different steps and materials used before and during the intervention in a special education school with 61 secondary students with intellectual disabilities. An AB design (A – baseline; B – intervention) was used to collect and analyze data. Findings Results suggest that teaching behavioural expectations as a universal measure may be feasible and positively impact school climate. Suggestions and recommendations for implementing SWPBS within a school are provided. Originality/value This case study provides a step-by-step guide illustrating the process of teaching and reinforcing behavioural playground expectations to young adults with intellectual disabilities attending a special school.

Community dialectical behaviour therapy for emotionally dysregulated adults with intellectual disabilities

2014 ◽  
Vol 8 (3) ◽  
pp. 165-173 ◽  
Author(s):  
Aubrey Baillie ◽  
Sean Slater
Keyword(s):  
Intellectual Disabilities ◽  
Detailed Examination ◽  
Outcome Data ◽  
Lessons Learned ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Content Type ◽  
Client Group ◽  
Adults With Intellectual Disabilities

Purpose – The purpose of this paper is to reflexively examine the challenges of implementing a community dialectical behaviour therapy (DBT) service for adults with intellectual disabilities (ID) and describes the practical lessons learned about how to maximise the effectiveness of DBT with this client group. Design/methodology/approach – A brief overview of DBT is provided and reference is made to literature which highlights the potential benefits of providing a DBT service to clients with an ID. This is followed by a discussion of the clinical presentation of the clients receiving DBT in the service that is the focus of this case study. Using a reflexive approach, a detailed discussion follows of the challenges faced in implementing a community DBT service for the clients served. Findings – Solutions to a variety of challenges faced in four years of service delivery are described, key lessons learned are highlighted, together with issues meriting further research. Research limitations/implications – This case study and its implications are limited to community DBT services. Another limitation is that, although outcome data have been collected over the past two years, the dataset is not yet large enough to draw statistical conclusions. Practical implications – The paper describes adaptations to treatment structure and strategy which the authors believe are necessary to improve treatment outcomes in community DBT services for adults with ID. In particular, the practical experience suggests that a didactic approach to teaching DBT skills is not effective and should be replaced by the “community of learners” approach that involves the trainer contingently responding to client input. Pre-set lesson plans inhibit the trainers’ ability to respond contingently. Originality/value – The existing literature on providing a DBT service for people with an ID has principally focused on providing a rationale for providing this type of intervention, and on assessing outcomes. Given that this is still a relatively new type of provision for this client group, a detailed examination of process issues is called for.

Commentary on “Teaching playground expectations to secondary age students with intellectual disabilities attending a special school”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kathryn Hewett
Keyword(s):  
Intellectual Disabilities ◽  
Staff Training ◽  
Design Methodology ◽  
Special School ◽  
Behaviour Management ◽  
Content Type ◽  
Students With Intellectual Disabilities ◽  
Training And Support ◽  
The Impact

Purpose This paper aims to provide a commentary on the article “Teaching behavioural expectations to secondary age students with intellectual disabilities attending a special school”. Design/methodology/approach The impact on teachers who deal with high levels of behaviours that challenge is explored. Findings The article highlights the importance of proactive, preventative strategies for behaviour management and the need for staff training and support. Originality/value Teachers working with pupils who engage in high levels of behaviours that challenge need training and support.

scholarly journals Stakeholder views on young adults with intellectual disabilities as a workforce: A qualitative study on students’ performance in upper secondary education and their employment potential

2021 ◽  
pp. 174462952110264
Author(s):  
Kateryna Karhina ◽  
Jens Ineland ◽  
Lotta Vikström
Keyword(s):  
Intellectual Disabilities ◽  
Labour Market ◽  
Upper Secondary Education ◽  
Employment Agency ◽  
Work Transition ◽  
Upper Secondary ◽  
Working Capability ◽  
Students With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
Employment Potential

People with intellectual disabilities are the most disadvantaged group among all disability types when it comes to employment. In Sweden, special needs upper secondary schools prepare students with intellectual disabilities for the labour market using practice periods at workplaces. This study targets stakeholder involved in their school-to-work transition (i.e. teachers, employers, employment agency officials). The aim is to identify how they view: (1) the working capabilities of students during practice periods and (2) their employment potential. We base the analysis on interview data with the stakeholders using Grounded Theory. Our results identify three student types whose preparedness for the labour market differs considerably. One student type performs well during the practice period and represents a high potential to enter the workforce. The other two student types have the lower working capability and employment potential. Our study highlights stakeholders as resources to improve the labour market preparations of students with intellectual disabilities.

scholarly journals Understanding and evaluating teaching effectiveness in the UK higher education sector using experimental design

2019 ◽  
Vol 36 (2) ◽  
pp. 202-216 ◽  
Author(s):  
Jiju Antony ◽  
Stavros Karamperidis ◽  
Frenie Antony ◽  
Elizabeth A. Cudney
Keyword(s):  
Higher Education ◽  
Experimental Design ◽  
Teaching Effectiveness ◽  
School Setting ◽  
Content Type ◽  
Postgraduate Students ◽  
Interesting Study ◽  
Designed Experiment ◽  
The Uk

PurposeThe purpose of this paper is to demonstrate the power of experimental design as a technique to understand and evaluate the most important factors which influence teaching effectiveness for a postgraduate course in a higher education (HE) context.Design/methodology/approachThe methodology involves the execution of a case study in the form of an experiment in a business school setting. The experiment was carried out with the assistance of over 100 postgraduate students from 26 countries. The data were collected over a two year period (2015 and 2016) from a postgraduate course offered by the same tutor for repeatability reasons.FindingsThe key findings of the experiment have clearly indicated that students’ perceptions of teaching effectiveness based on intuition and guesswork are not identical to the outcomes from a simple designed experiment. Moreover, the results of the experiment provided a greater stimulus for the wider applications of the technique to other processes across the case study HE sector.Research limitations/implicationsOne of the limitations of the study is that the experiment was conducted for a popular postgraduate course. It would be beneficial to understand the results of the experiment for less popular postgraduate courses in the university in order to drive improvements. Moreover, this research was conducted only for postgraduate courses and the results may vary for undergraduate courses. This would be an interesting study to understand the differences in the factors between undergraduate and postgraduate teaching effectiveness.Practical implicationsThe outcome of this experiment would help everyone who is involved in teaching to understand the factors and their influences to improve students’ satisfaction scores during the delivery of teaching.Originality/valueThis paper shows how experimental design as a pure manufacturing technique can be extended to a HE setting.

Identification of PTSD in adults with intellectual disabilities in five patients in a specialised psychiatric inpatient unit

2014 ◽  
Vol 8 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Trine Lise Bakken ◽  
Arvid Nikolai Kildahl ◽  
Vibeke Gjersøe ◽  
Espen Matre ◽  
Tone Kristiansen ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Practical Implication ◽  
Case Reports ◽  
Psychiatric Inpatient ◽  
Inpatient Unit ◽  
Traumatic Experiences ◽  
Content Type ◽  
Psychiatric Inpatient Unit ◽  
Severe Intellectual Disabilities ◽  
Adults With Intellectual Disabilities

Purpose – The purpose of this paper is to describe and discuss assessment of post-traumatic stress disorder (PTSD) in adults with intellectual disabilities. Existing research in this area encompasses case studies, and includes, for the most part, persons with mild intellectual disabilities. Design/methodology/approach – The aim of this study is to investigate symptom presentation and subsequent identification of PTSD in persons with more severe intellectual disabilities; i.e. persons with moderate or severe intellectual disabilities. Five patients in a specialised psychiatric inpatient unit for patients with intellectual disabilities were included. Information about the patients was collected through case files and interviews with key informants: family, milieu therapists, and caregivers in community settings, and observations through inpatient admission. The authors of this paper followed a training programme for trauma therapists in addition to the inpatient treatment of the five patients. The five patients all met criteria for PTSD according to the Diagnostic Manual – Intellectual Disability. Findings – Previously, it was not suspected that the five patients suffered from PTSD, although they had experienced terrifying incidents. All patients displayed severe changes in behaviour, which may have overshadowed symptoms of PTSD. PTSD in persons with more severe intellectual disabilities may be interpreted as challenging behaviour, or other psychiatric disorders such as psychosis. Research limitations/implications – The limitation of the study is the small number of participants. Practical implications – Practical implication is linked to clinical practice related to identification of PTSD in persons with intellectual disabilities. Originality/value – The paper may encourage more research into how PTSD can be identified in persons with moderate and severe intellectual disabilities. The case reports may help clinicians to look for traumatic experiences in persons with intellectual disabilities who have experienced terrifying incidents.

Short communication: reliability and validity of the UKU Side Effect Rating Scale for adults with intellectual disabilities

2016 ◽  
Vol 10 (3) ◽  
pp. 166-171 ◽  
Author(s):  
Anne Louise Tveter ◽  
Trine Lise Bakken ◽  
Jan Ivar Røssberg ◽  
Egon Bech-Pedersen ◽  
Jørgen G. Bramness
Keyword(s):  
Side Effects ◽  
Focus Group ◽  
Intellectual Disabilities ◽  
Side Effect ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Medical Doctor ◽  
Face Validity ◽  
Content Type ◽  
Adults With Intellectual Disabilities

Purpose – The UKU side effect rating scale for adults with intellectual disabilities (UKU-SERS-ID) was developed to detect side effects among patients with intellectual disabilities (ID). The purpose of this paper is to examine the reliability and face validity of the UKU-SERS-ID. Design/methodology/approach – UKU-SERS-ID comprises 35 items. In total, 22 patients with ID were included from two specialized services for adults with ID and comorbid mental illness. All patients were rated on three different occasions by three clinicians; two nurses and one medical doctor. Reliability was estimated with Cohen’s κ. A focus group discussed the face validity of the items comprising the UKU-SERS-ID. Findings – Respectively ten (nurse-nurse scores) and eight (nurse-doctor scores) items were considered difficult to score due to low prevalence of the symptoms. For the other items the reliability was acceptable. Through discussion in a focus group, with the reliability scores in mind, only one of the items of the UKU-SERS-ID was discarded. Practical implications – The authors have developed a feasible side effect instrument for clinical practice. It is easy to score and relevant regarding important side effects. Originality/value – The UKU-SERS-ID seems to be a feasible tool. Further investigations are mandatory in order to gain knowledge about distribution and phenomenology of side effects from psychotropic medication for individuals with ID.

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