Addressing increasing demands on Australian disability support workers

Iacono, Teresa

doi:10.3109/13668250.2010.510795

Cited by 27 publications

(14 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Can preservice or more extensive KWS training result in increased naturalistic use of KWS? Finally, we need to consider whether it is feasible that the majority of a support team consistently uses KWS, given the heterogeneity of professional settings, roles, and education (Colon-Emeric et al, 2016;Iacono, 2010).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Beliefs and habits: staff experiences with key word signing in special schools and group residential homes

Rombouts

Maes

Zink

2017

Augmentative and Alternative Communication

View full text Add to dashboard Cite

Even though use of aided augmentative and alternative communication (AAC) by staff has been extensively researched, few studies relate to unaided AAC strategies such as key word signing (KWS). We explored the KWS views of two groups: direct support staff in group residential homes and teachers from special education secondary schools. We examined transcripts from individual semi-structured interviews with five direct support staff and five teachers using thematic analysis. Participants discussed consistency of KWS use and reasons for implementing KWS. Compared to direct support staff, teachers described more use of KWS throughout the day with more individuals with intellectual disability. Teachers discussed use of KWS to facilitate students' present and future interactions, while direct support staff primarily discussed immediate effects. Participants experienced KWS implementation as a learning process and aimed to turn the use of manual signs into a routine habit. This required considerable self-monitoring, and the effort that this continuous self-feedback required, combined with environmental factors, could hinder KWS implementation. These preliminary findings suggest that preservice KWS training and on-site KWS assistance may need to be enhanced.

show abstract

Section: Limitations and Future Directionsmentioning

confidence: 99%

Beliefs and habits: staff experiences with key word signing in special schools and group residential homes

Rombouts

Maes

Zink

2017

Augmentative and Alternative Communication

View full text Add to dashboard Cite

show abstract

“…An absence of team meetings or other team-working tools (Broadhurst & Mansell, 2007) may hinder their capacity to feel connected and work collaboratively (Bigby & Beadle-Brown, 2016b; Gray-Stanley & Muramatsu, 2011;Hastings, 2010), particularly through periods of significant service change (Salmon, Holmes, & Dodd, 2013). Finally, staff might experience limited supervision (Broadhurst & Mansell, 2007;Clement & Bigby, 2010), poor wages (Commonwealth of Australia, 2011) and a lack of professional development or other opportunities for career advancement (Iacono, 2010;Rimfire Resources, 2010). These experiences can result in staff feeling undervalued (Fattore, Evesson, Moensted, & Jakubauskas, 2010) and underprepared to deal with significant incidents when they occur (Victorian Ombudsman, 2015).…”

Section: Quilliam Et Almentioning

confidence: 99%

Being a valuable contributor on the frontline: The self‐perception of staff in group homes for people with intellectual disability

Quilliam

Bigby

Douglas

2017

Research Intellect Disabil

View full text Add to dashboard Cite

Background Group home frontline staff have a critical role in implementing service policies, yet research typically examines implementation issues from an organisational perspective. The aim of this study was to explore the self‐perception of frontline staff about their role in group homes for people with intellectual disability. Method Constructivist grounded theory methodology guided the study. Data were collected with frontline staff through semistructured interviews and participant observations. Coding and sorting methods were used to analyse participants’ self‐perception. Results Frontline staff felt they were valuable contributors who knew the service setting and residents well. Despite this staff felt powerless in their roles, excluded from organisational dialogue, stressed and exhausted. Conclusions Frontline staff have critical insight into service implementation although disability service organisations may limit their capacity to contribute to this. Further action could explore new ways to better nurture frontline staff engagement in organisational dialogue.

show abstract

“…Overall, support workers have an increasing set of responsibilities for which many receive little training (Iacono 2010), and social interaction is not always seen as a priority. Nevertheless, as social inclusion is a broad goal for the disability sectors in the developed world, the employment of workers who can generate an enjoyable and companionable atmosphere for adults with severe intellectual disability is warranted.…”

Section: Presencementioning

confidence: 99%

Social Interaction with Adults with Severe Intellectual Disability: Having Fun and Hanging Out

Johnson

Douglas

Bigby

et al. 2012

Research Intellect Disabil

Self Cite

View full text Add to dashboard Cite

show abstract

Addressing increasing demands on Australian disability support workers

Cited by 27 publications

References 18 publications

Beliefs and habits: staff experiences with key word signing in special schools and group residential homes

Beliefs and habits: staff experiences with key word signing in special schools and group residential homes

Being a valuable contributor on the frontline: The self‐perception of staff in group homes for people with intellectual disability

Social Interaction with Adults with Severe Intellectual Disability: Having Fun and Hanging Out

Contact Info

Product

Resources

About