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  • 1
    Electronic Resource
    Electronic Resource
    Facilitating factors and barriers to the implementation of intensive home-based behavioural intervention for young children with autism (2002)
    Oxford, UK : Blackwell Science Ltd.
    Child 28 (2002), S. 0 
    Details
    ISSN: 1365-2214
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Medicine , Psychology
    Notes: Background Although international interest in intensive home-based early behavioural intervention for children with autism is increasing, there is little or no published research on the experiences of families conducting these programmes.Methods One hundred and forty-one UK parents conducting Lovaas-style interventions with their young child with autism were asked to identify factors that acted as facilitative factors and barriers to the implementation of these programmes. Parents responded to written questions contained within a questionnaire survey, and their responses were subjected to a content analysis procedure.Results Several of the facilitative factors and barriers were found to be similar. For example, a supportive therapy team was the most frequently cited facilitative factor, and problems recruiting and maintaining a suitable team was the most frequently reported barrier. Other factors seemed to be more independent constructs. For example, an important barrier was the lack of time and personal energy, but plenty of time and energy was not cited as a facilitative factor.Conclusions The practical implications of these results for families and for services supporting families engaged in intensive early behavioural intervention are discussed. In addition, more general implications for the designers of behavioural intervention programmes are identified.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1046/j.1365-2214.2002.00251.x
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Do Special Educational Needs courses have any impact on student teachers' perceptions of children with severe learning difficulties? (1996)
    Oxford, UK : Blackwell Publishing Ltd
    British journal of special education 23 (1996), S. 0 
    Details
    ISSN: 1467-8578
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education
    Notes: Teachers' perceptions of their pupils are likely to have significant effects on children's performance and self-concepts. Previous research on expectations of, and attitudes towards, pupils with severe learning difficulties (SLD) has generally shown that teachers perceive such children less positively than nondisabled children. One of the methods that practitioners and researchers have used to influence teachers' perceptions of children with SLD is an education or information-based approach. In the present study, 100 female student teachers completed questionnaires that measured their attributions, expectations, behavioural intentions and emotional responses to children with SLD. The results showed that there were very few differences in the perceptions of students who had completed the Special Educational Needs (SEN) module of their training course compared with students who had not yet completed the module. However, those students with higher levels of previous contact with children with SLD were generally more positive than those with little or no previous experience. The implications of the present findings for teacher training in SEN are discussed. In addition, methodological implications for research on the evaluation of mainstreaming and other research involving the measurement of teachers' perceptions of children are highlighted.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-8578.1996.tb00965.x
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    Paper (German National Licenses)
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  • 3
    Electronic Resource
    Electronic Resource
    The Rett Syndrome Behaviour Questionnaire (RSBQ): refining the behavioural phenotype of Rett syndrome (2002)
    Oxford, UK : Blackwell Publishers
    The @journal of child psychology and psychiatry 43 (2002), S. 0 
    Details
    ISSN: 1469-7610
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Medicine , Psychology
    Notes: Background: Although physical features, including loss of hand skills, deceleration of head growth, spasticity and scoliosis, are cardinal features of Rett syndrome (RS), a number of behavioural features are also associated with the disorder, including hand stereotypies, hyperventilation and breath holding. No study has tested the specificity of these behavioural features to individuals with RS, compared to individuals with severe to profound mental retardation (SMR).Method: A novel checklist of characteristic RS behavioural and emotional features, the Rett Syndrome Behaviour Questionnaire (RSBQ), was developed to test the type and specificity of behavioural features of RS against those found in girls with SMR.Results: After controlling for the effects of RS-related physical disabilities, the RSBQ discriminated between the groups. Some aspects of the behaviours found to be specific to RS are included in the necessary or supportive RS diagnostic criteria, notably hand behaviours and breathing problems. Additional behavioural features were also more frequently reported in the RS than the SMR group, including mood fluctuations and signs of fear/anxiety, inconsolable crying and screaming at night, and repetitive mouth and tongue movements and grimacing.Conclusions: Full validation of the scale requires confirmation of its discriminatory power and reliability with independent samples of individuals with RS and SMR. Further delineation of the specific profile of behaviours seen in RS may help in identification of the function of the MECP2 gene and in improved differential diagnosis and management of individuals with RS.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/1469-7610.00236
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    Paper (German National Licenses)
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  • 4
    Electronic Resource
    Electronic Resource
    Practitioner Review: Stress intervention for parents of children with intellectual disabilities (2004)
    Oxford, UK : Blackwell Publishing
    The @journal of child psychology and psychiatry 45 (2004), S. 0 
    Details
    ISSN: 1469-7610
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Medicine , Psychology
    Notes: Background:  Parents of children with intellectual disabilities are at increased risk for stress and other mental health problems. The purpose of the present review is to consider the evidence base for psychological intervention to remediate stress in these parents.Methods:  A selective review of interventions designed to reduce stress in parents of children with intellectual disabilities, with a focus on group interventions that incorporate various cognitive behavioural techniques.Results:  Research evidence suggests that standard service models (e.g., respite care, case management) probably help to reduce parental stress. The strongest evidence base is for cognitive behavioural group interventions, especially for the reduction of stress in mothers. Some data also indicate the potential value of parent-led support networks.Conclusions:  More research and clinical development are needed to establish a firmer evidence base for stress interventions with parents of children with intellectual disabilities. There are also a number of potential practical implications of reducing parental stress for maximising the efficacy of general parent training interventions and also behavioural programmes for children's challenging behaviours.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1469-7610.2004.00357.x
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    Paper (German National Licenses)
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