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PubMedDate not supplied

Interpreting problematic behaviour in people with learning disabilities: 2.

The main theme of the first part (Vol 5(8): 546-50) of this two-part article was a focus on understanding the causative factors of problematic behaviour in people with a learning disability. A logical sequence to the identification of causes of problematic behaviours is that interactions to lessen such behaviours are identified. In this article, a discussion on interventions to guide nursing practice is offered. A short list of some interventions which emanate from the identified causes is presented in Table 1 for guidance; these interventions are analogous with many nursing and related theories (Peplau, 1952; Johnson, 1980; Wolfensberger, 1983; Roper et al, 1985; Jenner, 1992; Burford, 1993; Quinn and Mathieson, 1993). It is suggested that there is need for a paradigm shift to take place in the interpretation and understanding of problematic behaviours, and it is further suggested that nursing theories should be utilized within such a paradigm.

Humans↗
PubMedDate not supplied

Challenging behaviour in children with learning disabilities.

This article outlines the initial stages of an ongoing experiment to evaluate the comparative efficacy of two different therapeutic interventions--behaviour modification and gentle teaching--in the management of challenging behaviour in children who have learning disabilities. Using a workshop approach, parents are taught the principles and practice of one of these two interventions to enable better management of their child's challenging behaviour. A range of intervention outcomes are then compared with those of a control group. Preliminary analysis of data has been conducted on information gathered from those parents (n = 24) who attended the gentle teaching workshop only. The results indicate that brief intervention training in gentle teaching can have a positive impact upon the challenging behaviour of the child.

Adolescent↗
PubMed2006

Understanding of basic financial concepts among adults with mild learning disabilities.

OBJECTIVE: In the context of recent legal and social policy developments, which encourage clinicians to support vulnerable adults in making their own financial decisions, we explored understanding of basic financial concepts among adults with mild learning disabilities. METHOD: Using the literature about typically developing children, five measures entailing identification and ordering tasks were devised and were used to examine understanding of quantity, numbers and money among 30 men and women using specialist clinical services (mean FSIQ = 61.80; SD=10.59). RESULTS: The concept of quantity was easier to understand than those of numbers and money, and task difficulties increased with the magnitudes involved. The different types of conceptual understanding were closely related. CONCLUSIONS: These measures may be useful for analysing difficulties in, and informing interventions to maximize, independent financial decision making.

Adolescent↗
PubMedDate not supplied

Learning disabilities: supporting nurses in delivering primary care.

This article introduces an educational project supported by The Queen's Nursing Institute and sponsored by the Hertfordshire Nursing Trust. It reports on the initial results from a literature review and its implications for nursing. There is broad acknowledgement of a problem in the delivery of primary care nursing for people with a learning disability, but little consensus on how to move either medical or nursing practice forward. It was proposed, therefore, to systematically assess the learning needs of nurses delivering primary care and to develop an evaluated methodology for responding to those needs. A comprehensive literature review was undertaken. Three consistent themes emerged: knowledge and training needs; role definitions and liaison; and clinical issues. Implications for nursing, and the future development of the project are considered.

Attitude of Health Personnel↗