One step at a time - how to toilet train children with learning disabilities

26 November, 2010
Starting toilet training later in children with learnng disabilities can result in obstacles. A five step approch was developed to achieve bladder and bowel control

Author
June Rogers MBE , RN, RSCN, BA, MSc, is team director, PromoCon.
ABSTRACT
Rogers J (2010) One step at a time: how to toilet train children with learning disabilities. Nursing Times; 106: 47, early online publication
Toilet training children with learning difficulties can present challenges and requires careful assessment and management. This article examines strategies for toilet training using a five step approach to achieve bladder and bowel control.
KeywordsContinence, Learning difficulties, Assessment
This article has been double blind peer reviewed.

For full text contact Sheila Ext 3204.

Obesity interventions for people with a learning disability: an integrative literature review

Obesity interventions for people with a learning disability: an integrative literature review: "Conclusion.  Nurses who work with clients with learning disabilities have a key role to play in the management of obesity. Future research needs to focus on qualitative studies of the perceptions of clients and their families, controlled trials investigating the effectiveness of interventions and their costs and sustainability, and longitudinal studies examining weight loss over time. (Source: Journal of Advanced Nursing)"

For a full text copy of this article contact Sheila, Ext. 3204.

Infant-Toddler Foundation

New Resource for early intervention - available full text.

This  is a publication of early learning guidelines for infants and toddlers (birth through 36 months of age). This document is the culmination of a multidisciplinary task force of early childhood experts that was established in 2005. In this publication you will find nine guiding principles for caregivers, teachers, and other professionals who work with infants and toddlers. The Infant-Toddler Foundations is divided into five domains of learning and development: 1) Emotional and Social Development; 2) Health and Physical Development; 3) Approaches to Learning; 4) Language Development and Communication; and 5) Cognitive Development. These guidelines were designed for ALL children ages birth to three. This includes children who have or are at risk for disabilities and delays and children with special health care needs. This guideline can be used for training professionals who work with infants, toddlers, and their families to promote and support development and learning.

Authors: Group Collaboration
Institution: North Carolina Division of Child Development
Review/Update: 2008
Discipline: Public Health; Psychology; Social Work; Speech-Language Pathology; Pediatrics; Early Childhood/Special Education
Material: Training Manuals
Content: At Risk Children; Child Care; Child Development; Communication; Primary PreventionSocial Cognition; Social Competence; Supervision; Cognitive Development; Policy; Infant Mental Health;
Contact: webmasterdcd@dhhs.nc.gov

Reminder - Best Medical Information Sites

Medical Information Sites The Library recommends these sites for factual information on medical or ID topics.

[Print friendly copy]

BILD - British Institute of Learning Disabilities - Free to download fact sheets on key ID topics – advocacy, transition,bereavement, self-injurious behaviour etc.

Clinical Knowledge Summaries [Registration Required] - Clinical Knowledge Summaries are a reliable source of evidencebased information and practical 'know how' about common conditions managed in primary care. CKS also includes patient information leaflets on each topic.

Cochrane Reviews - Cochrane reviews represent the highest level of evidence on which to base clinical treatment decisions.

Contact a Family - Provides an A-Z listing with basic information on many ID conditions/syndromes and contact details of specialist support groups. NB - Library also holds a print copy of this Directory

Medline Plus [Encyclopedia]- MedlinePlus brings together authoritative information from US government agencies and health organisations.

NICE - National Institute for Clinical Excellence [UK] - NICE produce guidance Public health, Health technologies & Clinical practice.

NHS Evidence - Learning Disabilities NHS Evidence allows everyone working in health and social care to access a wide range of health information to help them deliver quality patient care. Launched in April 2009, NHS Evidence: 

Medical Information Sites for families & clients

Easy Health - Health leaflets that are easy to understand; Films showing visits to health professionals

Irishhealth.com - offers users an easy to use online source of medical and healthcare information and health news.

NHS Direct - visit the Best Treatments website for the latest treatments options, get advice on common health problems from the self-help guide.

Contact a Family - Provides an A-Z listing with basic information on many ID

conditions/syndromes and contact details of specialist support groups.

Patient UK - evidence based information leaflets on a wide range of medical and health topics.  785 information leaflets on specific medicines and drugs.

Promoting the independence of people with intellectual disabilities

Feature Articles from November issue of Learning Disability Practice.

Aldridge J (2010) Promoting the independence of people with intellectual
disabilities. Learning Disability Practice. 13, 9, 31-36.

Summary
Here we explore the enormous implications that independence has for people with intellectual disabilities. After completing the activities, readers will be able to empathise with a client’s situation, appreciate the importance of continuous person-centred assessment in the promotion of independence, understand how barriers to the acquisition of necessary skills may be overcome, and balance potential risks against benefits. Clients’ independence needs to be a major part of the vision and practice of nurses working for people with intellectual disabilities.

The library has arranged full online access follow this link 

Also in the November edition ..... 

Communication supports in residential services
Caroline Dalton and John Sweeney look at the research on staff awareness of assisting services users to voice their needs

Positive images
Out and about in Coventry with help from the charity Grapevine

A communication tool to help clients express their health concerns
Jane Macer and Peter Fox describe how patients use Talking Mats® to prepare for their annual health check up

Students can teach their peers by developing e-learning resources
The benefits of sharing computer-generated educational material

Continuing professional development

Promoting the independence of people with intellectual disabilities
John Aldridge explores concepts involved and importance of assessment

Group Homes for People with Intellectual Disabilities: Encouraging Inclusion and Participation

Contact Sheila in the Library if you think we should stock this book

(90% of books bought for the library are recommended by staff)

Tim Clement and Christine Bigby, London, Jessica Kingsley, 2010, pp. 228, ISBN 9781 8431 0645 6 (pbk), £25.00
Group Homes for People with Intellectual Disabilities: Encouraging Inclusion and Participation,
Tim Clement and Christine Bigby,
London, Jessica Kingsley, 2010, pp. 228, ISBN 9781 8431 0645 6 (pbk), £25.00

This highly readable book provides a balanced and thoughtful analysis of the complex dynamics involved in providing homes for people with intellectual disabilities. The book is based upon a detailed ethnographic study of four ‘group homes’ for people with intellectual disabilities in the state of Victoria, Australia. The homes provide care and support for groups of five or six people, all of whom had previously spent extended periods of time (ranging from twenty-eight to fifty-three years) in a long-stay ‘mental handicap’ hospital, which had subsequently been permanently closed. Some residents in one of the homes were described as having ‘moderate’ intellectual disabilities, but the majority were described as having ‘severe’ or ‘profound’ intellectual disabilities. Many residents had additional physical or sensory impairments and limited verbal communication. The study involved participant observation within the group homes and interviews with individual …