Increasing purposeful activity of severely and profoundly mentally-handicapped adults

Mansell, Jim; Felce, David John; Kock, Ursula de; Jenkins, Judith

doi:10.1016/0005-7967(82)90038-9

Cited by 61 publications

(39 citation statements)

References 2 publications

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“…Mansell, Felce, de Kock, and Jenkins (1982), Brown et al (1987), and Jones et al (1996) used written, individual daily records of consumer participation in activities, completed by group home staff, to provide raw data to be synthesised and fed back to staff teams, to assist with achieving, monitoring, and maintaining resident engagement. Mansell et al (2005) recommend against paper-based recordkeeping by direct support staff, and instead advocate that managers should monitor implementation by visiting the group home regularly to directly observe the nature and extent of activities and assistance.…”

Section: Features Of Active Supportmentioning

confidence: 99%

“…Clear allocation of staff to duties and deploying staff to work alone with one or more residents (rather than with other members of staff and a larger group of residents) has been shown to increase staff/resident interaction (Felce, Repp, Thomas, Ager, & Blunden, 1991;Harris, Veit, Allen, & Chinsky, 1974;Mansell, Felce, et al, 1982).…”

Section: Consumer Participationmentioning

confidence: 99%

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Active support: A critical review and commentary

Stancliffe

Jones

Mansell

et al. 2008

Journal of Intellectual & Developmental Disability

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The established efficacy of AS for increasing engagement means that research attention can now be given to: (a) developing AS to enhance its positive impact on outcomes such as choice and relationships; (b) exploring the wider implementation of AS beyond community group homes and people with ID; and (c) examining the effectiveness of wide-scale implementation of AS, with careful attention to issues such as management, organisational and staffing factors, and cost.

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Section: Features Of Active Supportmentioning

confidence: 99%

Section: Consumer Participationmentioning

confidence: 99%

Active support: A critical review and commentary

Stancliffe

Jones

Mansell

et al. 2008

Journal of Intellectual & Developmental Disability

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“…Provision of attention contingent upon engagement has been shown experimentally to increase activity levels ( Porterfield et al . 1980 ; Mansell et al . 1982b ).…”

Section: Introductionmentioning

confidence: 99%

Opportunity and the promotion of activity among adults with severe intellectual disability living in community residences: the impact of training staff in active support

Jones

Perry

Lowe

et al. 1999

J intellect Disabil Res

168

255

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Active support, a package of procedures which includes activity planning, support planning and training on providing effective assistance, was introduced in five community residences serving 19 adults with severe intellectual disability following a multiple baseline design. The residents were directly observed to ascertain the level of assistance they received from staff and their engagement in activity. The introduction of active support increased the levels of assistance residents received, their engagement in domestic activities and their total engagement in activity. The intervention did not affect the level of social engagement. Across individuals, increases in assistance and engagement in activity were significantly and positively correlated. Both were significantly inversely related to resident adaptive behaviour. At baseline, staff gave more attention and assistance to people who were behaviourally more able. After the introduction of active support, receipt of attention was unrelated to adaptive behaviour and the behaviourally less able received more assistance. The disparity in activity between the more and less able was reduced. Gains were maintained in the majority of houses.

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“…During these training sessions the residents may practice making a bed, washing a dish, buttering toast, but when they return to the residential environment, they have little opportunity to put these skills to use (Wetzel & Hosthouer, 1984). Mansell, Felce, DeKock and Jenkins (1982) suggest that rather than doing all the housework as efficiently as possible and then trying to occupy residents for long periods of time with leisure activities, staff should be organized to spend most of the day working with the residents in taking care of their environment and assuming responsibility for their own care. This concept guided the development of the components of the daily routine on the Manual Communications Unit.…”

Section: Evolution Of the Daily Routinementioning

confidence: 99%

Arranging a residential environment for the developmentally disabled to generate and maintain verbal behavior

Redinger¹,

Alger²,

Thomas³

1986

Behavioral Interventions

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A specialized residential unit was assembled at a state residential facility for mentally retarded residents in order to provide services for individuals who lacked functional speech but who were capable of learning manual signs.Program development focused on four areas. First, a routine was designed to engage residents in functional training activities throughout the day. Second, opportunities to teach signed verbal behavior within all components of the routine were identified. Third, structured training sessions were developed to augment training within normal daily living activities. Fourth, multiple staff training strategies were initiated. Initial outcome data indicate that signing skills of both staff and residents improved.In institutional settings there resides a large population of severely/profoundly retarded children and adults who have few functional verbal skills. Many residents who have been institutionalized for long periods of time have little opportunity to learn language. Often staff anticipate their needs and provide objects or assistance before the residents can indicate that something is desired, thereby preempting language initiations by the residents (Oliver & Halle, 1983).Another problem in both institutional settings and in the community is that the composition of residential units is based on age, sex, vulnerability, scores on standardized tests, or county of service rather than on common training needs of the residents. This can result in a hodge-podge environment that makes training difficult.

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Increasing purposeful activity of severely and profoundly mentally-handicapped adults

Cited by 61 publications

References 2 publications

Active support: A critical review and commentary

Active support: A critical review and commentary

Opportunity and the promotion of activity among adults with severe intellectual disability living in community residences: the impact of training staff in active support

Arranging a residential environment for the developmentally disabled to generate and maintain verbal behavior

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