Personalized Goals for Positive Behavioral Support: Engaging Directly with Children who have Intellectual and Developmental Disabilities

Gore, Nick J.; McGill, Peter; Hastings, Richard P.

doi:10.1007/s10826-020-01867-2

Cited by 5 publications

(3 citation statements)

References 44 publications

(53 reference statements)

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“…Talking Mats have been shown to be effective in enabling people with different levels of ID and verbal communication abilities to express their views [ 33 , 38 , 39 ]. Talking Mats is a visual, structured, symbol-based communication framework that allows a person with verbal difficulties to express their views by using symbols [ 33 ].…”

Section: Methodsmentioning

confidence: 99%

Relationships and Sex Education Outcomes for Students With Intellectual Disability: Protocol for the Development of a Core Outcome Set

2022

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Background People with intellectual disability are twice as likely to experience sexual abuse, unintended pregnancies, and sexually transmitted diseases as people in the general population. Despite this, very little is known about how to deliver relationships and sex education effectively to this vulnerable population, how to measure the impact of its delivery in schools, and what stakeholders perceive as important outcomes of this education. Objective To address these urgent issues, this study aims to develop a stakeholder consensus–based core outcome set of relationships and sex education for use in research and educational settings with students with intellectual disability. Methods The study will use a 2-stage mixed methods design. The first stage will involve a systematic review of relationships and sex education outcomes reported in the literature, followed by qualitative exploration with caregivers, teachers and school staff, policy makers, and researchers to investigate their perspectives of meaningful outcomes of this education. Students with intellectual disability will be enabled to take part to express their views on outcomes of importance to them. The second stage will use findings from stage 1 in a 2-round web-based Delphi study with caregivers, teachers and school staff, policy makers, and researchers to develop consensus on proposed outcomes for the evaluation of relationships and sex education with this population. Results As of September 2022, we have completed a systematic review and recruited 56 stakeholders (n=53, 95%, adults and n=3, 5%, students with intellectual disability) for the first stage of the study. We are still recruiting students with intellectual disability. Data analysis has not started yet. Recruitment for the second stage will commence in November 2022. We expect to complete the study by October 2023 and publish the results by the end of 2024. Conclusions The development of a core outcome set of relationships and sex education will provide a significant first step to assist the implementation, delivery, evaluation, and sustainability of relationships and sex education for students with intellectual disability. Key audiences will be teachers, researchers, policy makers, and decision makers. Trial Registration Core Outcome Measures in Effectiveness Trials 1787; https://www.comet-initiative.org/Studies/Details/1787 International Registered Report Identifier (IRRID) PRR1-10.2196/39921

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Section: Methodsmentioning

confidence: 99%

Relationships and Sex Education Outcomes for Students With Intellectual Disability: Protocol for the Development of a Core Outcome Set

2022

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“…Talking Mats have been used successfully to support young people with intellectual disabilities to participate in the functional assessment process (Bradshaw et al, 2018) and in developing individual goals for an intervention (Gore et al, 2021). The studies both asked questions relating to their preferences, what was important to them, what behaviours that challenge the child displayed and what might trigger these behaviours.…”

Section: Talking Matsv Rmentioning

confidence: 99%

“…Children offered new information about the their interests and preferences and what might be an effective de-escalation strategy, which had previously been unknown to the staff at their school (Bradshaw et al, 2018). Some provided insight regarding what might be a causal factor of these behaviours (Gore et al, 2021).…”

Section: Talking Matsv Rmentioning

confidence: 99%

Including people with intellectual disabilities in the development of their own positive behaviour support plans

Breeze

2021

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Purpose People with intellectual disabilities are not routinely involved in the assessment of their behaviours that challenge, as this is often completed by a proxy respondent and the health-care professional. This is contrary to guidance stating that everyone should be involved in the planning of their care. This paper aims to show how health-care professionals can support people with intellectual disabilities to engage in the assessment of their behaviours that challenge and the subsequent development of their own positive behaviour support (PBS) plans. Design/methodology/approach A non-systematic review of the existing literature on improving the engagement of people with learning disabilities in health-care planning, and specifically PBS planning, was undertaken. Appropriate papers were included in this paper. Findings There are several evidence-based methods to improve people’s engagement in the assessment of their own behaviours that challenge and then the development of their PBS plans. These methods are discussed in terms of their application to supporting people to communicate and involving them in the process of developing a valid and meaningful PBS plan. This is a relatively new focus within the literature, and further research should focus on increasing engagement in the process, as well as monitoring how co-production affects PBS outcomes. Originality/value This paper summarises some of the approaches used to support people with intellectual disabilities to engage in the assessment of their behaviours that challenge and the development of their own PBS plans. This should encourage health-care professionals to consider how to use alternative and augmentative communication strategies to facilitate co-production in their own clinical practice.

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Child‐led goal setting and evaluation tools for children with a disability: A scoping review

Ryan,

Miller,

Rose

et al. 2024

Develop Med Child Neuro

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AimTo examine child‐led goal setting and evaluation tools and approaches for children with a disability or developmental delay.MethodSix databases were searched for studies that included population (children aged less than 18 years with disability or developmental delay); construct (child‐led goal setting tool or approach); and context (developmental therapy or rehabilitation). The utility of tools and approaches across the goal setting and evaluation process was investigated using abductive content analysis.ResultsFifty articles met the inclusion criteria. Three approaches and four tools for child‐led goal setting and evaluation were identified. No studies reported the clinimetric properties of tools specifically for child self‐respondents. Qualitative analysis revealed six distinct goal phases in which tools and approaches were used, which were synthesized into a new framework for child‐led goal setting and evaluation titled DECIDE: Direct children to goal setting; Elicit goal topics and priorities; Construct a goal statement; Indicate baseline goal performance; Develop an action plan to address the goal; and Evaluate goal progress after the intervention.InterpretationChildren actively participated in goal setting and evaluation across six DECIDE goal phases. Further clinimetric information is required to support use of goal setting and evaluation tools with child self‐respondents. Future research should emphasize the development of multi‐phase goal setting tools and approaches for diverse populations of children.

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Personalized Goals for Positive Behavioral Support: Engaging Directly with Children who have Intellectual and Developmental Disabilities

Cited by 5 publications

References 44 publications

Relationships and Sex Education Outcomes for Students With Intellectual Disability: Protocol for the Development of a Core Outcome Set

Relationships and Sex Education Outcomes for Students With Intellectual Disability: Protocol for the Development of a Core Outcome Set

Including people with intellectual disabilities in the development of their own positive behaviour support plans

Child‐led goal setting and evaluation tools for children with a disability: A scoping review

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