| Teaching Emotion Recognition Skills to Children with Autism | Mark back to top | |
| Authors: | Christian Ryan, Caitríona Charragáin | |
| Source: | Journal of Autism and Developmental Disorders, Volume 40, Number 12 (December 2010) | |
| Page Numbers: | 1505 - 1511 | |
| Abstract Excerpt: | Abstract Autism is associated with difficulty interacting with others and an impaired ability to recognize facial expressions of emotion. Previous teaching programmes have not addressed weak central coherence. Emotion recognition training focused on components of facial expressions. The training was administered in small groups ranging from 4 to 7... more | |
17 Dec 2010
COPE Publication - Teaching Emotion Recognition Skills to Children with Autism
Congratulations to Christian Ryan and Caitríona Charragáin on their recent publication.
10 Dec 2010
People with disabilities want choice - Minister for Health
03 December 2010
Minister of State for Disability & Mental Health, John Moloney T.D. will today (Some of the main findings of the consultation include:
· Almost three quarters (73%) of people consulted felt that the best option for meeting the needs of people with disabilities would be for them to have a choice to get different elements of service from different providers.
· Exactly half of respondents said that people with disabilities should get to choose and manage their own services
· 96% of respondents agreed that the current objectives of the Disability Services are relevant.
· Many felt that access to services and information about services was not adequate and that there are inequities in how resources are distributed within the system
The full consultation report is now available on the Department of Heath & Children’s websiteAlmost 200 people responded to the public consultation process which was undertaken by the Office for Disability & Mental Health as part of a Value for Money & Policy Review of the Disability Services. Respondents included service users and their families, statutory and voluntary service providers, staff members, advocacy organisations and representative bodies.
Speaking on the International Day for Persons with Disabilities (
3 Dec 2010
Finding ID Information for Your Essays - 1st Years Dec 2010
1. Define your topic
2. Where will you find information
3. How to find it
4. How to cite what you’ve found
1. Define your topic
“No wind is favourable if you don’t know where you are going”
“The single biggest problem in communication is the illusion that it has taken place.”
Write out your essay title, write a long version, write out the key themes, write out other ways of saying the same thing.
Use an Encyclopedia/Reference Source to define your terms -
Good places to look for definitions -
Contact a Family - Provides an A-Z listing with basic information on many ID conditions/syndromes and contact details of specialist support groups.
MayoClinic (http://www.mayoclinic.com/) is an extension of the Mayo Clinic's commitment to provide health education to patients and the general public. Editors of the site include more than 2,000 physicians, scientists, writers, and educators at the Mayo Clinic, a nonprofit institution
NHS – add “NHS” to any Google search to get a better set of hits.
Google - try out terms on Google scholar, Google, to find better, broader, narrower, deeper, different terms.
2. Where will you find information
Catalogues (books), databases(articles), web (institutional, government information)
To keep on track always (ALWAYS!) start your search from the SUBJECT PORTAL FOR INTELLECTUAL DISABILTIES - it reminds you to keep to key databases, books and journals.
3. How to find it – acquire some search skills!
Here are some YouTube tutorials for you to try
Searching Cinahl tutorial - http://www.youtube.com/watch?v=znrk9ex9RPs
Pubmed tutorial – http://www.youtube.com/watch?v=Cephh8yXk3I
Google advanced Search tips - http://www.slideshare.net/asllibraryassociation/niamh-osullivans-presentation-asl-seminar-2010
4. How to record/cite what you’ve found - Harvard Style
O'flynn, S. (2010). My fabulous Library Tutorial. What Nurses Need to Know. 9 (3), 35-42.
A gadget that formats references for you – it’s handy until you get the gist of it and for the tricky ones http://www.neilstoolbox.com/bibliography-creator/
(There are ads on this site which get in the way a bit but just highlight them too – they don’t show up when you past the reference into your report)
26 Nov 2010
One step at a time - how to toilet train children with learning disabilities
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.
23 Nov 2010
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.
For a full text copy of this article contact Sheila, Ext. 3204.
16 Nov 2010
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
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
12 Nov 2010
Reminder - Best Medical Information Sites
Medical Information Sites The Library recommends these sites for factual information on medical or ID topics.
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
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
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
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
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
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
John Aldridge explores concepts involved and importance of assessment
2 Nov 2010
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)
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 …
29 Oct 2010
Funding made available to disability organisations through Vote 39 – Reply to a Parliamentary Question
Funding made available to disability organisations through Vote 39 – Reply to a Parliamentary Question: "
Minister Harney response to Parliamentary Question on Vote 39 from the National Lottery
Minister for Health and Children (Deputy Mary Harney): The funding made available to disability organisations through Vote 39 from the National Lottery in the most recent year, 2009, is set out in the table below. The table details the names of the organisations to whom the grant was paid and the amount of the grant.
FULL RESPONSE
Deputy Denis Naughten asked the Minister for Health and Children if she will provide a complete list of the disability organisations in receipt of funding from her Department in tabular form, including the value to each organisation; and if she will make a statement on the matter.
Minister for Health and Children (Deputy Mary Harney): The funding made available to disability organisations through Vote 39 from the National Lottery in the most recent year, 2009, is set out in the table below. The table details the names of the organisations to whom the grant was paid and the amount of the grant.
Minister Harney response to Parliamentary Question on Vote 39 from the National Lottery
Minister for Health and Children (Deputy Mary Harney): The funding made available to disability organisations through Vote 39 from the National Lottery in the most recent year, 2009, is set out in the table below. The table details the names of the organisations to whom the grant was paid and the amount of the grant.
FULL RESPONSE
Deputy Denis Naughten asked the Minister for Health and Children if she will provide a complete list of the disability organisations in receipt of funding from her Department in tabular form, including the value to each organisation; and if she will make a statement on the matter.
Minister for Health and Children (Deputy Mary Harney): The funding made available to disability organisations through Vote 39 from the National Lottery in the most recent year, 2009, is set out in the table below. The table details the names of the organisations to whom the grant was paid and the amount of the grant.
Down Syndrome & Reading
Classroom language and reading trial shows promising results
Speaking at an international scientific conference in Rome, researchers from Down Syndrome Education International and the University of York today reported positive initial results from a landmark study of a targeted language and reading programme designed for children with Down syndrome.Down Syndrome Education International today reported promising initial findings from the first large controlled trial of a educational intervention for children with Down syndrome.
The research team today presented their findings during a symposium on reading at the 3rd European Regional Congress of the International Association for the Scientific Study of Intellectual Disabilities.
Significant gains on language and reading measures
Dr Kelly Burgoyne, the psychologist leading the study at Down Syndrome Education International, reported that the children in the study made significantly better progress after only 20 weeks of teaching using the specialist programme, when compared to children with Down syndrome receiving ordinary classroom instruction.Dr Burgoyne commented: "This is exciting because it shows that the programme can be effective in a short period of time. We will now continue to follow the children to see if they make further gains."
19 Oct 2010
A tool to determine support needs for community life
Congratulations to Sandra, Siobhan, Ronan and Pat on their recent publication in Learning Disability Practice.
A tool to determine support needs for community life
A study shows how the Supports Intensity Scale assists nurses
in improving quality of life, say Sandra Swanton and colleagues
Summary
The Supports Intensity Scale, its background and a project designed to evaluate its use in planning support for people with intellectual disabilities and challenging behaviour are explained. The authors conclude that the scale can help nurses develop a support plan that will meet each client’s specific needs and preferences
in a positive, fulfilling way.
Sandra Swanton is practice development project nurse,
Siobhan Walsh is clinical nurse manager,
Ronan O’Murchu and Pat O’Flynn are clinical nurse specialists, behavioural
therapy, all at COPE Foundation, Cork , Ireland
(You will need to sign in – contact Sheila in the Library for sign in details)
Immersive Communication Intervention for Speaking and Non-speaking Children with Intellectual Disabilities
Immersive Communication Intervention for Speaking and Non-speaking Children with Intellectual Disabilities
[Contact Sheila in the library if you want full text]
September 2010, Vol. 26, No. 3 , Pages 203-218 (doi:10.3109/07434618.2010.505609)
aBehavioural Science Institute, Radboud University Nijmegen, The Netherlands
bResearch Centre on Atypical Communication, Radboud University Nijmegen, The Netherlands
cRoyal Kentalis, Sint Michielsgestel, The Netherlands
*Corresponding author.
Radboud University Nijmegen PO Box 9104Nijmegen Netherlands
The current study demonstrates the effectiveness of an intervention that addresses both home care and day care for children with intellectual disabilities while also taking the large individual differences between the children into account. The KLINc Studio intervention was designed to improve the language development, communication skills, and emergent literacy of 10 children with complex communication needs. The focus of the anchor-based intervention program was on the stimulation of vocabulary learning via the incorporation of AAC into the learning environment in the most natural manner possible. While all of the children showed significant progress across the intervention period of 2 years, the group of speaking children showed greater development in the domains of receptive language and productive syntax than the group of non-speaking children. For heterogeneous groups of children with disabilities, the use of a combined intervention such as that described here appears to be promising.
Reflections upon the development of a dementia screening service for individuals with Down’s syndrome across the Hyndburn and Ribble Valley Area
To see full text of article use your Ebsco account
Accessible summary
"
Contact the library to order articles, borrow books, help with research.
Accessible summary
- •People with Down’s Syndrome are at a high risk of developing dementia, and as such research encourages services to take a proactive approach by providing baseline and regular screening assessments to this population.
- •This paper provides a description of the process of development of the Down’s Syndrome and Dementia Service currently operating in the Hyndburn and Ribble Valley area of East Lancashire.
- •A reflection on experiences of the service 12 months after the addition of a full-time Assistant Psychologist and input from an Older Adults Consultant Psychiatrist is also discussed.
Summary
The high prevalence of dementia in individuals with Down’s syndrome has led learning disability services in the Hyndburn and Ribble Valley (HRV) area to develop a screening service to address this need; this paper offers reflections upon this process by its members after the first 12 months of operation. A multidisciplinary team comprising professionals from Learning Disability Psychology, Learning Disability Speech and Language Therapy, Learning Disability Community Nursing and Older Adults Psychiatry has developed, and begun to implement, screening care pathways. The service conducts routine screening assessments, provides intervention for individuals where concerns arise and delivers training to carers. At the point of writing, 27 service users have received screening assessments and six have been identified as at moderate–high risk of developing dementia. Reflection and feedback has highlighted issues for consideration throughout the service development process, and an evaluation of the training provided by the service has found this to be effective in increasing carers understanding about dementia and learning disabilities. Considerations for the future development are discussed.
Contact the library to order articles, borrow books, help with research.
Health Checks for people with learning disabilities: A systematic review of the evidence
Publication Date:04 Oct 2010
Publication Type:Systematic Review
Next Review Date:13 Oct 2011
People with learning disabilities have poorer physical and mental health than other people. This is not inevitable. These are health inequalities that can, to a significant extent, be avoided.
One reason for the poorer health of people with learning disabilities is that they often have difficulty in recognising illness, communicating their needs and using primary health care services.
Primary health services have a legal responsibility to take account of the special needs of people with learning disabilities and reduce the health inequalities they face. One practical step GP practices in England can take to better support people with learning disabilities is to offer them annual health checks. Since 2009, GPs have received extra money for providing these health checks.
11 Oct 2010
Living with Learning Disabilities, Dying with Cancer
Thirteen Personal Stories
Irene Tuffrey-Wijne
Foreword by Sheila Hollins
Foreword by Sheila Hollins
ISBN: 978-1-84905-027-2, BIC 2: JKSN2
More information
This book is a powerful and moving account of the experiences of 13 people with learning disabilities who were living with cancer. The author followed their lives as part of a 3-year research study, during which 10 people died. She spent extensive periods of time with them at their homes and day centres, in hospitals, hospices and nursing homes. In doing so, she gained a unique understanding of what it is like for individuals with learning disabilities to live with deteriorating health and how this may impact upon their families, friends and carers. How was each person's cancer diagnosed? How was their cancer and its implications explained to them? How much did they understand and how did they cope with treatment? What happened when they were dying? In answering these questions, the book exposes the suffering of people with learning disabilities at the end of their lives, but also their remarkable resilience and strength. In an optimistic final chapter, the author demonstrates how people with learning disabilities can best be supported at the end of life
Email the Library to recommend this book for our collection
Email the Library to recommend this book for our collection
5 Oct 2010
HIQA - Key Performance Indicators & Healthcare Quality
Guidance on Developing Key Performance Indicators and Minimum Data Sets to Monitor Healthcare Quality -
Published September 2010
RNID Experiences of Managerial Support - Featured Research Article
A phenomenological exploration of intellectual disability: nurse's experiences of managerial support
GERALDINE GALVIN MSc, BNS, RNID1,
FIONA TIMMINS MSc , MA
Journal of Nursing Management
Volume 18, Issue 6, pages 726–735, September 2010
Aim The present study aimed to explore Registered Nurse Intellectual Disabilities (RNIDs) experiences of managerial support.
Background The current work environment for RNIDs is undergoing immense change. These changes include the introduction of social care leaders and care staff to care for people with an intellectual disability (ID) and community-based approaches to care. This has led to ambiguity and marginalization for RNIDs thus requiring them to re-establish their role boundaries. Support is thus required, through this change process, with managers required to lead and support RNIDs through this process.
Methods A Heideggerian constructivist phenomenological approach was used.
Findings Four overarching themes emerged from the data: The Professional Role of the Clinical Nurse Manager (CNM), Leadership Role of the CNM, Personal Supports and the Effects of CNM support.
Conclusion The themes found in this research study correlate with findings of other research studies on nurses’ experiences of managerial support in various nurse settings.
Implications for nursing management The findings of this research study will illuminate and create an understanding for nurses, nurse managers and ID services of what managerial supports are to this specific group of RNIDs working in this service for people with an ID.
FOR FULL TEXT OF THIS ARTICLE CONTACT THE LIBRARY
29 Sept 2010
Sexual Health Library - a HSE Resource
A sexual health resource library has been set up in each Health Promotion office in Munster
Material is available to borrow.
Resources for working with clients with intellectual disabilities include:
· Manuals & DVDs on general sexual health (Resources for Trainers and Staff)
· Manual & Resources on Puberty
Eric Emerson - Health inequalities and people with learning disabilities
People with learning disabilities are much more likely to have poor health than other people. We also know quite a lot about why this happens.
We have produced a report which summarises what we know. This report will be useful to people who commission or provide services for people with learning disabilities. We have also produced a one-page summary of this report for professionals and family carers.
We will update this report each year.
SEE ALSO
The Effectiveness of Health Checks
SEE ALSO
The Effectiveness of Health Checks
We have reviewed all relevant scientific studies on the effectiveness of health checks for people with learning disabilities.
The HANS Autism Physician Handbook
“The HANS Autism Physician Handbook is an excellent and creatively designed reference that incorporates simply and succintly important information on early recognition of Autism. Its visual appeal with easy reading is not only an important resource to be used by any physician, but other medial professional, educators, and parents will find it very useful.”
Sarojini Budden MD, FRCPC, FAAP
President, Oregon Pediatric Society
President, Oregon Pediatric Society
“The HANS Autism Physician Handbook is a remarkably clever, illustrated manual for doctors (and parents) that conveys instantly a simple process for early detection of autism. It’s a ‘must see’ for all primary care physicians!”
David W. Willis, M.D.
Vice-President, Oregon Pediatric Society
Director, Northwest Early Childhood Institute
Vice-President, Oregon Pediatric Society
Director, Northwest Early Childhood Institute
“This handbook will enable primary care clinicians caring for children to screen for those at risk of autism.”
Siobhan Kirby - The Breast Cancer News Service
Congratulations to Siobhan Kirby.
The BCN News ran a summary of Siobhan Kirby’s recent work Breast awareness within an intellectual disability setting in their latest issue, which they distribute to over 20,000 readers
The BCN News provides its readers with breaking news on breast cancer research and treatment every weekday.
For a full copy of Siobhan's article contact The Library
Group Homes for People with Intellectual Disabilitie
Encouraging Inclusion and Participation
Tim Clement and Christine Bigby
Foreword by Professor Jim Mansell
Paperback: £25.00 / $39.95
2009, 234mm x 156mm / 9.25in x 6in, 288pp
ISBN: 978-1-84310-645-6, BIC 2: JFFG MQCX JKSN
ISBN: 978-1-84310-645-6, BIC 2: JFFG MQCX JKSN
Group homes are the dominant form of residential accommodation for people with severe learning or intellectual disabilities, and yet there are significant problems within these living environments. This book seeks to highlight the key issues for both residents and staff, and offers practical suggestions for improving community living.
Based on original empirical research and drawing on extensive field notes, the book paints a picture of life in group homes today. The authors propose a framework for increasing community presence and participation, and consider the barriers to be overcome if progress is to be made in achieving these key goals. The notion of 'homeliness', the challenge of maintaining a balance between individual and group needs and the concept of practice leadership are all explored.
Group Homes for People with Intellectual Disabilities is essential reading for anyone working with people with learning or intellectual disabilities in residential services, as well as academics and students of disability studies, social work and health and social care
CONTACT THE LIBRARY TO BORROW THIS BOOK
Down Syndrome - Books you can borrow from the Library
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Down Syndrome and Health Care
Vee Prasher and Beryl Smith
2002 ISBN 1 902519 20 5
This book provides practical information for staff, families and other carers on the important health issues for adults with Down syndrome. Specific medical issues are covered including:
vision
hearing
heart and circulation
respiratory conditions
skin conditions
skeleton, joints and dental care
The book also covers personal and social issues and includes a resources section with sources of further support and information.
Down Syndrome Issues and Information Complete Education and Development Pack (0-16 Years)
Designed to support education and development from birth to 16 years, this package of books includes a wealth of information covering many areas of development and education for children with Down syndrome. Topics covered include speech and language, reading and writing, memory, motor and number skills development. The package includes checklists for recording individual progress.
Down’s Syndrome and Dementia: for carers and support staff
Karen Dodd, Vicky Turk and Michelle Christmas
2009 ISBN 978 1 905218 08 0 Price £20.00
A resource book for family carers, staff and other professionals to help them care more effectively for people with Down’s syndrome and dementia.
The book focuses on practical day to day issues, including:
supporting the person with Down’s syndrome and dementia to maintain skills and independence in every way and for as long as possible
treating treatable conditions
understanding and responding appropriately to changes in behaviour during the early, middle and late stages of dementia
providing emotional reassurance for carers
improving the confidence of carers to look after individuals
identifying local supports and resources
being open to the problems that may arise and help with coping
tips and solutions
The book has been revised to take into account further developments both in working with people with learning disabilities in general and specific developments for people who develop dementia.
Down Syndrome: Neurobehavioural Specificity [Paperback]
Jean-Adolphe Rondal PhD (Author), Juan Perera (Author)
People with Down Syndrome show a specific developmental profile with strengths in social understanding and visual learning and memory, and more difficulties with motor processes, speech and language, and auditory-vocal short-term memory. It is important that parents, practitioners and teachers know this and adapt interventions and educational approaches to take account of this particular profile.
This is the only book to date that explains the developmental profile of people with Down Syndrome from its many different angles. It covers a range of perspectives, including the biology, psychology, speech and language, health care, and social competence of both children and adults with Down Syndrome. All the information is gathered and placed in the context of the neuro-genetic science that is developing around this area.
Internet Resource – Brighter Tomorrows
This program is designed to help answer your questions, educate you about Down syndrome and share the stories of other parents in similar situations. Please choose your starting point:
If you have just received a pre-natal diagnosis of Down syndrome
If you have just been told that your child has Down syndrome
Skip the introduction letter and enter program
If you have just been told that your child has Down syndrome
Skip the introduction letter and enter program
Fine Motor Skills in Children With Down Syndrome: A Guide for Parents and
Professionals (Topics in Down Syndrome)
"An invaluable resource for families and professionals, and a great companion to the previously published book, Gross Motor Skills in Children with Down Syndrome. The author's suggestions for encouragement of fine motor skill development make use of common household materials that are accessible to all families. I particularly like the 'Grandma's and Grandpa's Lists' at the end of most chapters, which give gift ideas that are fun as well as educational." -- Bonnie Patterson, M.D., Director, Down Syndrome Clinic, Cincinnati Center
TUESDAY'S CHILD
‘In every life there is a defining moment; Caoimhe’s diagnosis was mine . . .’
‘Caoimhe today is as beautiful, as unblemished, as she was at the hour of her birth, before she was stamped and branded. She is bigger than any label. When I look at her I am as in love with her as always... there are times when I see her and I still catch my breath; the feeling is so intense it is painful. That pain, I know now, belongs to love, to grief, to loss, to the disappointment of mortality, and it will never go away. But I don’t want it to. Sadness is not the worst thing I can feel.’
When journalist Kathy Evans wrote what was to become an award-winning series of articles about the birth of her third child, Caoimhe (pronounced Keeva), she was inundated with responses - not just from other parents of disabled children but also from parents-to-be, relatives, teachers, doctors and many others who urged her to keep writing because they wanted to know more.
When journalist Kathy Evans wrote what was to become an award-winning series of articles about the birth of her third child, Caoimhe (pronounced Keeva), she was inundated with responses - not just from other parents of disabled children but also from parents-to-be, relatives, teachers, doctors and many others who urged her to keep writing because they wanted to know more.
Down's Syndrome: The Essential Guide (Need2know) [Paperback]
Antonia Chitty (Author), Victoria Dawson (Author)
Publisher: Need2Know (1 Jun 2010 )
Language English
ISBN-10: 1861440839
Contact the library to order articles, borrow books, help with research.
15 Sept 2010
Vitamin D supplementation for infants information for health professional
Health Service Executive (HSE)
Available to download or contact the library for print copy.
Irish Nursing Research - a new resource
or through the home page of www.ncnm.ie
.
The database will help to share completed Irish nursing and midwifery research. Contributing to the the database will build a valuable resource for researchers, and for all nurses and midwives working in clinical practice, education and management.
The database can be used by anyone to search for Irish nursing or midwifery research. Research abstracts accepted for submission should be at master's award and beyond or have successfully gone through a peer review process of funding or commissioning.
Have your papers been included in the database?
Contact the library for help with getting your research included.
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