Person-Centered Planning: Analysis of Research and Effectiveness

2010 ◽  
Vol 48 (6) ◽  
pp. 432-453 ◽  
Author(s):  
Claudia Claes ◽  
Geert Van Hove ◽  
Stijn Vandevelde ◽  
Jos van Loon ◽  
Robert L. Schalock
Keyword(s):  
Community Participation ◽  
Program Planning ◽  
The Body ◽  
Current Status ◽  
Evidence Based ◽  
Effectiveness Research ◽  
Intellectual And Developmental Disabilities ◽  
Evidence Based Practices ◽  
Individual Program ◽  
Community Presence

Abstract Person-centered planning is a well known and widely used approach to individual program planning in the field of intellectual and developmental disabilities. Its purpose is to develop collaborative supports focused on community presence, community participation, positive relationships, respect, and competence. Because there is little research on its effectiveness, our purpose here was to (a) review the current status of effectiveness research; (b) describe its effectiveness in terms of outcomes or results; and (c) discuss the effectiveness of person-centered planning in relation to evidence-based practices. Analyzed studies suggest that, overall, this planning has a positive, but moderate, impact on personal outcomes for this population. The body of evidence provided in this review is weak with regard to criteria for evidence-based research.

The Absence of Evidence-Based Practices (EBPs) in the Treatment of Sexual Abusers: Recommendations for Moving Toward the Use of a True EBP Model

Sexual Abuse ◽  
2019 ◽  
Vol 32 (6) ◽  
pp. 679-705
Author(s):  
Adam Deming ◽  
Jerry L. Jennings
Keyword(s):  
Mental Health ◽  
Methodological Quality ◽  
Treatment Effectiveness ◽  
Current Status ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Treatment Approaches ◽  
Professional Discipline ◽  
History Of

Despite a continued evolution of the field of sexual abuser treatment toward a distinct professional discipline with clinicians using an increasing variety of treatment approaches, there is no consensus regarding the strength of our various clinical interventions as evidence-based practices (EBPs). This article provides a brief history of the development and goals of EBPs in medicine and mental health, and a review of the earnest efforts of researchers within the field to establish treatment approaches with sexual abusers as evidence-based. An appraisal of the current status of EBP’s with sexual abusers is provided. Although there have been improvements in the methodological quality of treatment outcome research with sexual abusers, divergent opinions about treatment effectiveness remain, and the field has not yet agreed on a system or set of criteria for what constitutes “evidence.” We contend that clinical practice has been influenced as much, or more, by new paradigms that are intuitively meaningful and perceived as needed than it has by what has been determined to be scientifically efficacious. This trend and other processes in our field that seem to be slowing the development of EBPs with sexual abusers are discussed. Recommendations for conducting evidence-based reviews and moving the field of sexual abuser treatment toward the use of a true EBP model are provided.

Minimizing Restraint and Seclusion in Schools: A Response to Beaudoin and Moore

2018 ◽  
Vol 56 (3) ◽  
pp. 165-170 ◽  
Author(s):  
Virginia L. Walker ◽  
Sarah E. Pinkelman
Keyword(s):  
Problem Behavior ◽  
Current Status ◽  
Evidence Based ◽  
Behavior Support ◽  
Entire Family ◽  
Evidence Based Practices ◽  
Severe Problem ◽  
Wide Range ◽  
Short And Long Term ◽  
Severe Problem Behavior

Abstract Increasing efforts have been made in the field of special education to identify positive, evidence-based practices (EBPs) to meet the needs of students who engage in problem behavior, with a major goal being to eliminate or limit the use of reactive measures such as restraint and seclusion (Snell & Walker, 2014). Various stakeholders, including families and self-advocates, have voiced concerns about the dangers of restraint and seclusion and the lack of protection afforded to students who engage in severe problem behavior. In the previous article in this issue of Intellectual and Developmental Disabilities, Beaudoin and Moore (2018) echo these concerns in their account of a family's experience with restraint as told from the perspective of a father whose son was subjected to restraint, resulting in a number of adverse short- and long-term consequences that affected the entire family. In response to Beaudoin and Moore, we provide readers with a brief review of the current status of restraint and seclusion in school settings and evidence-based strategies that can be used to address severe problem behavior and reduce the need for restraint and seclusion. For readers interested in exploring restraint and seclusion in greater depth, we suggest recent work by Trader and colleagues (2017). We also have outlined guidelines for behavior support planning that should be considered by various stakeholders as educators work toward establishing safe and supportive school environments that address a wide range of student behavioral needs.

scholarly journals The pursuit of the magic pill: the overuse of psychotropic medications in children with intellectual and developmental disabilities in the USA

2018 ◽  
Vol 28 (04) ◽  
pp. 365-368
Author(s):  
J. L. McLaren ◽  
J. D. Lichtenstein
Keyword(s):  
Developmental Disabilities ◽  
Psychotropic Medications ◽  
Evidence Based ◽  
Intellectual And Developmental Disabilities ◽  
Prescribing Practices ◽  
Evidence Based Practices ◽  
Behavioural Interventions ◽  
The Usa ◽  
Practical Guidelines ◽  
Challenging Behaviours

AbstractChildren with intellectual and developmental disabilities (IDD) are likely to receive high-risk prescribing practices, such as polypharmacy, long-term use of psychotropic medications, and overuse of antipsychotics. Behavioural interventions, such as applied behavioural analysis, are evidence-based practices for children with IDD and should be the first-line treatment. Short-term use of psychotropic medications may be helpful in reducing the severity and frequency of challenging behaviours while evidence-based behavioural interventions are pursued. In this essay, we offer practical guidelines for better care.

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