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Below are abstracts of our research summaries on Community Attitudes, Clinical Expertise and Decision Making, the Nature of Disability, and Program Evaluation.
- These summaries are FREE and may be requested by following the links below.
- Paper copies will be mailed out to you by regular postal service. Due to restrictions from professional journal publication guidelines and copyright issues, we are NOT able to offer the FTGs in an electronic version.
To Order your FREE copy, please use the links below.
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Community Attitudes
Decision Making
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Nature of Disability
Program Evaluation
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Community Attitudes
Community Awareness & Attitudes Toward the Participation of Children with Special Needs
Focus On...Volume 3 Issue 1, June 2003
(Servais, M., & Currie, M.)
This is a summary of information gathered through a questionnaire on the participation of local children with special needs that registrants were asked to complete prior to RACSN's 2002 Community Forum (see Findings from a Community Forum on the Participation of Children with Special Needs, Focus On...Volume 2 Issue 4, October 2002 for a summary of the Forum proceedings or the full Community Forum report). Community members' beliefs about defining terms such as "special needs" and "participation" as well as community barriers and supports are discussed. Respondents' views of participation in the community also are presented. Implications relevant to community groups, service providers, families, policy developers and society in general are provided.
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to request the Focus On...Community Awareness & Attitudes Toward the Participation of Children with Special Needs (remember to include your postal address).
Findings from a Community Forum on the Participation of Children with Special Needs
Focus On...Volume 2 Issue 4, October 2002
(Currie, M., Servais, M., & Bartlett, D.)
In June 2002, the Research Alliance for Children with Special Needs (RACSN) hosted a community forum titled "The Participation of Children with Special Needs in our Community." Participation includes formal activities (e.g., organized sports and youth groups) and informal activities such as reading and playing. Over 50 individuals shared their different perspectives and varying degrees of experiences regarding the issue of participation. Forum attendees included individuals who work in the areas of business, education, government, health, industry, not-for-profit, and volunteer sectors, as well as individuals with special needs and their families. Attendees formed into groups to generate ideas about the factors that lead to the successful participation of children with special needs and what specific actions would confirm that the community participation of these children has been enhanced. The ideas brought forward from the Forum are presented according to dominant themes and suggested specific actions are listed. Implications for the community also are provided.
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to request the Focus On...Findings from a Community Forum (remember to include your postal address).
Researching Childhood Disability: Impact through Community Involvement
Focus On...Volume 2 Issue 2, June 2002
(Currie, M., King, G., & Kertoy, M.)
Research alliances can have impact in three major areas: (1) enhanced knowledge, (2) enhanced research skills among community members, and (3) enhanced use of research-related information by individuals, organizations, and communities. RACSN Investigators share these goals and want to be sure that their work is relevant, useful, and having a positive impact in their local community (London and area). In June 2001, RACSN held a Forum to: increase the recognition of issues relating to research about children with special needs, define strategies useful in promoting the awareness and use of research findings in the area of child disability, review the appropriateness of RACSN's goals, gain consensus on these goals, and understand the expectations of the local community. Individuals with diverse perspectives and experiences with respect to involvement in research were invited to make the forum as representative as possible of the families, teachers, and service providers from our community. The ideas brought forward from the forum are organized into four key themes and implications are identified.
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to request the Focus On...Researching Childhood Disability (remember to include your postal address).
Decision Making
Clinical Decision Making Expertise in Pediatric Rehabilitation Therapists
Focus On...Volume 5 Issue 1, February 2005
(King, G., Currie, M., Bartlett, D., Gilpin, M., Willoughby, C., Strachan, D., Tucker, M. A., & Baxter, D.)
Well-informed clinical decision making is the core of optimal rehabilitation practice. In pediatric rehabilitation, decision making is particularly complex due to multiple needs of children and families, and the complexity of the service delivery environment. Since few research studies have examined how therapists make decisions and develop expertise, we set out to examine these issues with a three-part project that consisted of a classification phase to develop a system to identify levels of therapist expertise and and two qualitative studies to examine the ways therapists make decisions.
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Expertise in Services for Children with Special Needs
Focus On...Volume 2 Issue 1, January 2002
(King, G., Bartlett, D., Willoughby, C., & Currie, M.)
The purpose of this summary is to provide information about the nature of expertise in service delivery for children with special needs. Expertise is important because it is thought to lead to a smoother intervention process and better outcomes for children and their families. A definition of expertise is provided and the differences between experts and novices are outlined. Developing expertise takes time, thought, and opportunity. Tips for developing expertise are provided and implications for managers, therapists, parents, and teachers are described.
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Team Decision-Making in Augmentative Communication: Clinical Perceptions
Facts To Go, Volume 3 Issue 1, January 2007
(Batorowicz, B., & Shepherd, T.)
Augmentative and Alternative Communication (AAC) are strategies to assist people whose speech is difficult to understand to communicate more effectively. Funding is available for communication aids through the Assistive Devices Program (ADP) of the Ontario Ministry of Health and Long Term Care. In order to access this funding, an individual participates in a clinical team assessment at one of the 21 AAC centres. If it is agreed that the person would benefit from having communication equipment, AAC clinicians help to access ADP funding. Before funding is approved, clinicians must make a presentation of recommendations to fellow clinicians and AAC support staff at a Prescription Review (PR) meeting.
PR is a model of team decision-making which includes (a) a clinical case presentation providing rationale for recommending particular AAC equipment, (b) clinical discussion within the transdisciplinary team setting about the equipment, and (c) a team decision on the final recommendation. The transdisciplinary team include speech language pathologists, occupational therapists, communicative disorders assistants, and technologists. PR aims to ensure clinical effectiveness, and the ADP funding is applied appropriately and consistently. This process strives to maintain a standard of quality service in AAC centres.
This study evaluated clinical staff's perceptions of PR and examined the relationships between perceptions of PR and the following variables: professional background, years of practice, size of team, range of experience of the team, and team processes. The study found that the transdisciplinary team decision-making model in AAC has many benfits. Furthermore, team processes seem to be crucial to the success of models such as PR. It is therefore important to foster healthy team dynamics on transdisciplinary teams to ensure successful outcomes of intervention.
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The Multidimensional Peer Rating of the Clinical Behaviours of Pediatric Therapists (MPR)
Focus On...Volume 5 Issue 4, May 2005
(Gilpin, M., King, G., Currie, M., Bartlett, D., Willoughby, C., Strachan, D., Tucker, M. A., & Baxter, D.)
The MPR is a peer rating measure that was originally developed for research on clinical decision making among pediatric therapists. During the course of this research, the MPR was determined to be a useful way of conceptualizing clinical expertise in a manner that was both reliable and meaningful in the context of pediatric rehabilitation.
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Nature of Disability
A Profile of Canadian School-Aged Children’s Health and Disability
Focus On...Volume 4 Issue 4, May 2004
(McDougall, J., King, G., DeWit, D., Miller, L., Hong, S., Offord, D., LaPorta, J., & Meyer, K)
Policy makers require basic descriptive information about the occurrence of chronic physical health conditions, impairments, and activity limitations among Canadian children. To develop policies and provide services of greatest impact, policy makers also need information about the relationship of these health problems to important aspects of children’s lives. Also lacking are accepted criteria for defining the various distinct features of children’s health. This Focus On summarizes the findings of a study examining (a) the occurrence of chronic physical health conditions, impairments, and activity limitations among Canadian school-aged children, and (b) the relationship of these distinct features of health to important aspects of children’s lives. Implications are also addressed with respect to policy makers, service providers, educators, and parents.
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Children's Beliefs about Learning and Physical Difficulties
Focus On...Volume 3 Issue 2, June 2003
(Nowicki, E.)
This summary outlines the findings of a project funded, in part, by a RACSN Student Award. The purpose of the study was to explore the nature of children's beliefs about learning and physical difficulties and to determine how these beliefs change in accuracy and content throughout childhood. One hundred and twenty-five children from Junior Kindergarten, and grades 1, 3, and 5 were interviewed individually with the use of pictures and age-appropriate questions. Participants' beliefs about why some children find learning difficult, changes in ability to learn with age, why some children use wheelchairs, and changes in the need to use a wheelchair over time are presented along with implications for educators and parents.
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What is Childhood Disability?
Focus On... Volume 1 Issue 1, June 2001
(King, G., McDougall, J., Kertoy, M., & Currie, M.)
Disability is expressed in many different ways and can have very different impacts on people's lives. Disability is associated with many terms including "impairment," "handicap," and "functional limitation." These terms are often treated as the same, but they actually mean different things. The words we use to define and describe childhood disability reflect our beliefs and shape our understandings. Recent thinking acknowledges that disability has physical, psychological, and social aspects. How disability is defined has major implications for children, parents, teachers, and service providers. Issues such as how organizations document children's needs and decide who receives services, and whether they provide services to meet a broad range of physical, psychological, and social needs all depend on the definition of disability.
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Program Evaluation
NEW-Peer-mediated school-based program proves successful in promoting positive social skills
Facts To Go...Volume 5 Issue 3, September 2009
(Servais,M.; Hall,C.; Chadwick,C.; Lombardi,J.)
Students with Autism Spectrum Disorder (ASD) often have difficulties with social situations and peer interactions. These students need to be taught social skills directly as they do not naturally pick these skills up from their environment. Peer-mediated strategies have proven to be very effective in enhancing social skills in students with ASD.
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An Evaluation of Developmental Resources for Infants: Collaborative Health Care Services for Infants and their Families
Facts To Go…Volume 1 Issue 4, December 2005
(Kneale Fanning, J., Legros-Kelly, J., McVittie, A., Pigache, J., Tucker, M.A., & Servais, M.)
The provision of a coordinated system of services that emphasizes partnership among families, professionals, and agencies is critical in developing children and enhancing families’ quality of life. In 1999, the Developmental Resources for Infants (DRI) program was initiated by 2 community agencies and 2 hospitals to provide a collaborative approach to healthcare services for children from birth to two years of age.
Prior to the implementation of DRI, families of children at risk for developmental delays or with established physical, cognitive, and/or multiple disabilities were often referred to or received services from one or more of these agencies. This meant that services such as intake, assessment, and intervention were duplicated, resulting in system inefficiencies.
DRI was implemented with a common referral form, a central phone line, a coordinated intake, and a shared database. Through this collaboration, families with young, at-risk children could access the most appropriate and timely services to meet their needs through one point access. The collaboration provided an opportunity to increase communication among agencies and ensure services were not duplicated.
In 2002, a research task force was formed to evaluate the DRI program. The study evaluated the DRI tools and processes, the staff and leaderships’ perception of system collaboration, and the families’ and community members’ satisfaction with DRI services. The study found that DRI had achieved an identity and operating procedure that were unique and separate from any of the four partner agencies.
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to order a free copy of the DRI Evaluation summary (remember to include your postal address in your email).
An Evaluation of the Pediatric Acquired Brain Injury Community Outreach Program (PABICOP)
Facts To Go, Volume 2 Issue 1, July 2006
(McDougall, J., Servais, M., Sommerfreund, J., Rosen, E., Gray, J., Somers, S., Gillett, J., & Frid, P.)
Acquired brain injury is a leading cause of death and disability among children and adolescents in Canada. Children and youth often have medical, physical, cognitive, behavioural, and social problems that arise from their injuries. Families also experience difficulties related to their children’s injuries.
The Pediatric Acquired Brain Injury Community Outreach Program (PABICOP) provides a coordinated, family/community-focused continuum of care to children and youth with acquired brain injuries (ABI) and their families. PABICOP is funded by the Ontario Ministry of Health and is implemented through a partnership between Thames Valley Children’s Centre and Children’s Hospital of Western Ontario. PABICOP provides, among other services, help with transition from hospital to home, psychosocial support, information and education, school re-entry support, community-based clinics, and crisis intervention.
The results of a five-year study to evaluate the program indicated that children and youth with ABI and their families receiving PABICOP services fared significantly better than a comparison group receiving standard clinic-based care on two of PABICOP’s program objectives: to enhance caregivers’ knowledge about the characteristics of ABI and about effective strategies to deal with associated problems, and to increase child and youth community reintegration/participation.
Moreover, these group differences were maintained one year following initial involvement with PABICOP. On average, caregivers perceived PABICOP services to be family-centred. That is, services were viewed as focusing on the family as a whole (rather than the child in isolation) and as seeing families as the experts on their children’s abilities and needs. Moreover, on average, caregivers reported high overall satisfaction with the program.
Information from this study will be useful in helping to ensure PABICOP continues to meet the needs of children and youth with ABI and their families.
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to order a free copy of the PABICOP Evaluation summary (remember to include your postal address in your email).
An Evaluation of the School Support Program – Autism Spectrum Disorder (SSP-ASD)
Facts To Go, Volume 2 Issue 2, December 2006
(McDougall, J., Servais, M., Meyer, K., Case, S., Dannenhold, K., Johnson, S., & Riggin, C.)
Increasing numbers of children are now diagnosed with an autism spectrum disorder (ASD) in the preschool years. Early intervention and preschool programs have become increasingly available, and have brought a corresponding demand for school-based services. In March of 2004, the Ontario Ministry of Children and Youth Services introduced a new program targeting school-aged children with ASD: the School Support Program - Autism Spectrum Disorder (SSP-ASD).
This program provides consultation services to enhance supports for publicly funded school board staff in the provision of educational services for students with ASD. The SSP-ASD program draws upon a whole-school approach to provide a framework for enhancing school supports for students with ASD. Services are provided at the board, school, and classroom level. The program aims to modify aspects of the environment that may result in students’ challenging behaviours. The program has four components: planning, training, consultation, and resource development and sharing. ASD consultants, trained in a relevant field, provide services.
This study examined the utility of the SSP-ASD program for enhancing school-level outcomes over the period of one school year. One hundred and ninety-two educators completed study measures in late fall and late spring. Seventy of those educators who reported receiving no services from the program were compared to 45 educators who had one to four contacts with the program and 77 educators who had five or more contacts with the program. Statistically significant main effects of program condition in favor of beneficial effects of the school support program were found for two school-level outcomes: ‘supports’ and ‘teaming and collaboration’.
Receiving services from the school support program over a period of one school year was indicated to be more useful for enhancing: (1) supports to educators to accommodate the needs of students, and (2) teaming and collaboration among relevant parties, than not receiving services from the program. Amount of service received appeared to influence outcomes.
On average, educators were mostly to highly satisfied with the consultation process and the overall program. Educators reported all aspects of the program were useful, particularly professional development day sessions, and indiviudal consultation and support.
Study findings will be useful for enhancing services provided by the SSP-ASD program.
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to order a free copy of the SSP-ASD Evaluation summary (remember to include your postal address in your email).
Youth En Route: An Evaluation of a Transition Program
Facts To Go…Volume 1 Issue 3, December 2005
(McDougall, J., Evans, J., & Baldwin, P.)
Youth with disabilities have the same future expectations as all adolescents: (1) making a contribution to society through employment and (2) creating an independent life that includes family and friends.
In spite of their dreams and goals for independent living, employment, and participation in their communities, these youth, at best, take much longer to achieve successful transition into adult life and, at worst, resign themselves to less satisfying roles and lifestyles.
The purpose of this summary is to present the findings of a study that evaluated the services provided by Youth En Route (YER), a flexible, multi-faceted approach transition program for youth and young adults aged 16 to 29 with multiple disabilities who have completed secondary school.
YER is client-driven and family-centred and includes three components: self-discovery, skill development, and community experience. Underlying the service delivery model is a philosophy of self-determination that is facilitated through coaching and supporting youth to define, lead, and guide the services and supports they want as they learn more about themselves and their communities. The aim of the YER program was to increase the community participation of youth with disabilities.
The study measured outcomes for these youth before and after their involvement in the YER program to determine if any change had occurred and to determine clients’ satisfaction with the services. The study found statistically significant and clinically meaningful improvements among youth with multiple disabilities in all three of the study outcomes following involvement with YER. Recommendations for service delivery are included.
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