Skilled interaction among professional carers in special accommodations for adult people with learning disabilities

Abstract

Communicative difficulties affect interactions between people with learning disabilities and their carers. Despite such difficulties, however, some carers seem to interact successfully with people who have limited ability to communicate verbally and exhibit challenging behaviour. This study aims to illuminate skilled interaction among carers working in special accommodations for people with learning disabilities. Interactions between 16 caregivers and 11 residents with learning disabilities were recorded on video. Verbal and non-verbal interaction skills among the carers were identified. Four caring situations with people with learning disabilities were chosen to illuminate skilled interaction. The transcribed text was subjected to qualitative content analysis and core stories were created. The results show that skilled interaction between the carers and the people with learning disabilities is based upon being confirming, sharing daily life experience, giving time and space, and using congruent and distinct language. In this paper we present examples that offer concrete suggestions of how to promote successful interaction and create meaning in the shared day-to-day life in special accommodations for people with learning disabilities.

Perspectives of the National Disability Insurance Scheme: participants’ knowledge and expectations of the scheme

“…Accordingly, the findings do not inevitably provide insight into the experiences and perspectives of people with physical disability about the NDIS, nor how they intend to organise their supports under the NDIS. (Lakhani et al 2017;Antonsson, Åström, Lundström, and Graneheim 2013;Healy and Noonan Walsh 2007). As such, generalisations made from this research should recognise that the opinions of family were included as a representation for the perspectives of NDIS future participants.…”

Nominal group technique for individuals with cognitive disability: a systematic review

“…A number of considerations around communication between people with cognitive disability and their care staff have been identified within literature around consultation between those with cognitive disability who communicate non-verbally. These include knowledge of the participant, the ability to reference shared experiences, communication through multiple senses, and observations.Having a strong understanding of the life history, as well as pivotal events experienced by individuals with cognitive disability, have supported nurse staff in maintaining and developing client conversation and interactions [37,38,39,40[38,40].…”

“…These include knowledge of the participant, the ability to reference shared experiences, communication through multiple senses, and observations.Having a strong understanding of the life history, as well as pivotal events experienced by individuals with cognitive disability, have supported nurse staff in maintaining and developing client conversation and interactions [37,38,39,40[38,40]. For example, Martin et al[40] conducted in-depth interviews withRegistered Nurses Intellectual Disability (RNID) that specialise in providing health support to individuals with intellectual disability.…”

“…For example, Martin et al[40] conducted in-depth interviews withRegistered Nurses Intellectual Disability (RNID) that specialise in providing health support to individuals with intellectual disability. Findings included that nurses' knowledge of the This shared knowledge enables health staff communication with individuals with cognitive disability as the former develop an understanding of an individual's communication technique and style, and are able to inference individual responses and perspectives [38,40]. This understanding becomes important as it may enable communication partners to identify issues which have caused duress or anxiety for those who are unable to verbalise such [38,40].…”

Communicative and organizational aspects of clinical ethics support

“…Schreyer p 80-91) by using Transana, which is a computer-based tool for sorting and processing qualitative audio-and video-recorded data (cf. Antonsson, Åström, Lundström, & Graneheim, 2013;Dempster & Woods, 2011;Mavrou et al, 2007). Transana allows simultaneous transcription, sorting, and processing of video-recorded observations containing both verbal and visual data.…”