Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting
This study recruited 13 students aged between 12 and 16 years of age with developmental disabilities to receive TEN-DD. Pre- and post-intervention tests on a standardised numeracy measure were conducted.A train-the-trainer model was developed and successfully delivered to train teaching staff in TEN-DD. A standardised outcome measure indicated that ten students made improvements to their numeracy skills after teachers trained using this approach delivered TEN-DD for between 3 and 10 months.Very little research has been carried out to better understand methods for overcoming implementation challenges for delivering evid...
Source: Tizard Learning Disability Review - April 26, 2024 Category: Disability Authors: Debbie Reardon Magda M. Apanasionok Corinna Grindle Source Type: research
Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network
Corinna Grindle, Louise D. Denne, Emily J. Roberts-Tyler, Suzi Jayne Sapiets, Magda M. Apanasionok, J. Carl Hughes, Richard P. Hastings, Nick Gore, Peter Baker, Claire McDowell Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- With a historic lack of attention to synthesis methods such as systematic review and meta-analysis and a lack of randomised controlled trials, the evidence base for behavioural interventions for children and adults who are autistic or are diagnosed with developmental disabilities is patchy. The Sharland Foundation Developmental Disabilities Applied Behavioural Research...
Source: Tizard Learning Disability Review - April 26, 2024 Category: Disability Authors: Corinna Grindle Louise D. Denne Emily J. Roberts-Tyler Suzi Jayne Sapiets Magda M. Apanasionok J. Carl Hughes Richard P. Hastings Nick Gore Peter Baker Claire McDowell Source Type: research
Implementation of an adapted Handwriting Without Tears ® programme for children with developmental disabilities in a special education setting
This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following th...
Source: Tizard Learning Disability Review - March 29, 2024 Category: Disability Authors: Emily Goyen Corinna Grindle Vaso Totsika Suzi Jayne Sapiets Source Type: research
Commentary on “developing an evidence base for behavioural interventions: a case study of the Headsprout® Early Reading programme”
Konstantinos Rizos Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- This paper aims to offer a commentary on Denne et al.’s (2024) article discussing the journey undertaken by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network to augment evidence surrounding the efficacy of the online Headsprout® Early Reading programme.Drawing from over 15 years of professional experience as a qualified teacher in special education settings, the author reflects on the network’s approach and its alignment with their own expertise.While acknowledging the...
Source: Tizard Learning Disability Review - March 29, 2024 Category: Disability Authors: Konstantinos Rizos Source Type: research
Patient and referral characteristics of adults with intellectual disability referred to speech and language therapy with eating, drinking and swallowing difficulties
This study aims to investigate the prevalence and characteristics of dysphagia among adults with intellectual disabilities (ID) referred to speech and language therapy for swallow assessment, providing information on the demographic characteristics, referral trends, co-occurring health conditions and reasons for referrals highlighting the complex health-care needs of this population.This study used a standardised patient data extraction method over a six-month period involving 74 adults with ID referred to speech and language therapy for swallow assessment.This study revealed a high prevalence of dysphagia among adults wit...
Source: Tizard Learning Disability Review - March 22, 2024 Category: Disability Authors: Angela Crocker Jill Titterington Michelle Tennyson Source Type: research
An evaluation of a speech and language therapy eating, drinking and swallowing service for adults with intellectual disability
This study aims to evaluate the quality of a speech and language therapy (SLT) swallow service provided to adults with intellectual disability (ID) by exploring the process and outcome factors; to explore the process of what is done to and for the patient including identifying dysphagia, choking and pneumonia risk, typical interventions and management; examine clinical outcomes; and explore the relationship of outcomes with risk factors, satisfaction with the service and the impact of the service on the number of choking incidents and admissions to acute hospital with swallow concerns.There were three specific work package...
Source: Tizard Learning Disability Review - March 22, 2024 Category: Disability Authors: Angela Crocker Jill Titterington Michelle Tennyson Source Type: research
Developing an evidence base for behavioural interventions: a case study of the Headsprout early reading programme
Louise D. Denne, Emily J. Roberts-Tyler, Corinna Grindle Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- Evidence-informed decision-making is considered best practice when choosing interventions in applied settings across health, social care and education. Developing that evidence base, however, is not straightforward. The pupose of this paper is to describe the process implemented by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN) that systematically develops an evidence base for behaviorally based interventions.In this case s...
Source: Tizard Learning Disability Review - March 14, 2024 Category: Disability Authors: Louise D. Denne Emily J. Roberts-Tyler Corinna Grindle Source Type: research
Commentary on “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting”
Corey Peltier Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- This commentary discusses the paper by Reardon et al. (2024; this issue) entitled, “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting.” This commentary outlines the necessary contribution this paper adds to the substantive area of research it is couched within while also identifying potential areas of future research to expand the understanding of this phenomenon and its impact upon practice.What is fidelity of implementation, how do we measure it an...
Source: Tizard Learning Disability Review - March 14, 2024 Category: Disability Authors: Corey Peltier Source Type: research
Commentary on “Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network”
Michael J. Cameron, Jenifer Shahin, Nicole Lockerman Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- This paper aims to endorse and elaborate on the recommendations put forward by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN), emphasising their significance in the field of developmental disabilities.This paper outlines a specific point of view. The first section focuses on integrating developmental theory and advanced technology in interventions for developmental disabilities. Subsequently, the commentary explores virtual rea...
Source: Tizard Learning Disability Review - March 11, 2024 Category: Disability Authors: Michael J. Cameron Jenifer Shahin Nicole Lockerman Source Type: research
Commentary on “Implementation of an adapted handwriting without Tears® programme for children with developmental disabilities in a special education setting”
Luca Vascelli Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- This paper aims to serve as a commentary on the paper titled “Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting.”It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students.It explores three critical aspects of education: measuring academic progress, using evidence-based m...
Source: Tizard Learning Disability Review - February 16, 2024 Category: Disability Authors: Luca Vascelli Source Type: research
Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities
Danielle Adams, Richard P. Hastings, Ian Maidment, Chetan Shah, Peter E. Langdon Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- Evidence of overprescribing of psychotropic medicines to manage challenging behaviour in people with intellectual disabilities has led to national programmes within the UK to promote deprescribing, such as stopping the overprescribing of medication in people (with learning disabilities, autism or both). To successfully implement deprescribing initiatives, we need to understand how to engage stakeholders in the process.In a published systematic review, we reported...
Source: Tizard Learning Disability Review - January 28, 2024 Category: Disability Authors: Danielle Adams Richard P. Hastings Ian Maidment Chetan Shah Peter E. Langdon Source Type: research
Commentary on “Wales and Autism: The Impact of Philanthropy Matched with Ambition”
Catherine Storey Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- This paper is a commentary that aims to address themes arising from the article by Morgan titled “Wales and Autism: The Impact of Philanthropy Matched with Ambition”.This opinion piece considers the broader impact of stakeholder engagement in the field of autism, including how the dissemination of evidence-based support could be made more accessible for autistic people, their families and carers and philanthropists.This paper highlights the link between stakeholder engagement and meaningful change in policy and practice i...
Source: Tizard Learning Disability Review - December 14, 2023 Category: Disability Authors: Catherine Storey Source Type: research
Wales and Autism: the impact of philanthropy matched by ambition
Hugh Morgan Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- The purpose of this paper is to place on record the impact made on government policy and research by Autism Cymru, a small charity that existed in Wales between 2001 and 2014. The success of Autism Cymru resulted directly from philanthropic funding, applied with strategic vision and genuine ambition.A retrospective, chronological viewpoint highlighting the creative process, drawing upon records held by the charity.Autism Cymru initiated the concept and played a crucial role in steering the development of government policy for auti...
Source: Tizard Learning Disability Review - December 14, 2023 Category: Disability Authors: Hugh Morgan Source Type: research
Commentary on “positive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic”
Suzy Mejía-Buenaño Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- The purpose of this paper is to provide a commentary on Griffin et al.’s paper, “Positive family connections: Co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic”.This is a commentary on co-production, drawing on Griffin et al.’s paper and the values base of the field.Co-production is a valuable approach which seeks to empower and include key people in research. As suggested by Griffin et al., disseminating learning about co-production is an important...
Source: Tizard Learning Disability Review - October 25, 2023 Category: Disability Authors: Suzy Mej ía-Buenaño Source Type: research
Positive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic
Joanna Griffin, Debbie Austin, John Lynham, Rasha Hafidh, Natasha Boxill, Daniel Sutherland, Samantha Flynn, Richard P. Hastings Tizard Learning Disability Review, Vol. ahead-of-print, No. ahead-of-print, pp.- This paper aims to outline the process of developing a new co-produced virtual group support programme called Positive Family Connections (PFC) aimed at family carers of children with a learning disability, or who are autistic, aged between 8 and 13 years.Development process: family carers were recruited to develop PFC prior to a feasibility randomised controlled trial being conducted (not reported in this paper)....
Source: Tizard Learning Disability Review - October 12, 2023 Category: Disability Authors: Joanna Griffin Debbie Austin John Lynham Rasha Hafidh Natasha Boxill Daniel Sutherland Samantha Flynn Richard P. Hastings Source Type: research
