Using goal attainment scaling to evaluate a needs-led exercise programme for                 people with severe and profound intellectual disabilities

Jones, Martyn; Walley, Robert; Leech, Amanda; Paterson, Marion; Common, Stephanie; Metcalf, C. Jessica E.

doi:10.1177/1744629506070051

Cited by 24 publications

(12 citation statements)

References 42 publications

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“…GAS has been used in different settings to evaluate clinical health program outcomes [18,19], being employed to assess the level of improvement shown by individual clients of a particular program, with the amalgamation of individual client changes being used to evaluate the overall program. The present use of GAS to evaluate the degree of change shown by a community program as a whole , as a way of evaluating a community health promotion initiative, is a novel use of this methodology.…”

Section: Discussionmentioning

confidence: 99%

The use of Goal Attainment Scaling in a community health promotion initiative with seniors

Kloseck

2007

BMC Geriatr

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Background: Evaluating collaborative community health promotion initiatives presents unique challenges, including engaging community members and other stakeholders in the evaluation process, and measuring the attainment of goals at the collective community level. Goal Attainment Scaling (GAS) is a versatile, under-utilized evaluation tool adaptable to a wide range of situations. GAS actively involves all partners in the evaluation process and has many benefits when used in community health settings.

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Section: Discussionmentioning

confidence: 99%

The use of Goal Attainment Scaling in a community health promotion initiative with seniors

Kloseck

2007

BMC Geriatr

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“…Activities will be chosen during a goal attainment meeting (using goal attainment scaling) [ 39 ] with the individual with ID and a support person (usually a family member or health care provider). Goal attainment is widely used as an outcome measure within rehabilitation medicine [ 39 ] and has been used in studies with individuals with IDs [ 40 ]. The research group is familiar with the use of goalsetting processes in previous studies with individuals with IDs.…”

Section: Methodsmentioning

confidence: 99%

“…In this study we will define up to 3 goals for PA [ 64 ]. The scale has been validated for use in rehabilitations populations [ 39 ] and has been used in studies with individuals with IDs [ 40 , 65 ].…”

Section: Methodsmentioning

confidence: 99%

Physical Activity With Tailored mHealth Support for Individuals With Intellectual Disabilities: Protocol for a Randomized Controlled Trial

Michalsen¹,

Wangberg²,

Hartvigsen³

et al. 2020

JMIR Res Protoc

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Background Individuals with intellectual disabilities (IDs) have lower levels of physical activity (PA) and greater barriers for participation in fitness activities compared with members of the general population. As increased PA has positive effects on cardiovascular and psychosocial health, it is exceedingly important to identify effective interventions for use in everyday settings. Mobile health (mHealth) methods such as motion sensor games (exergames) and smartphone reminders for PA have been explored and found to be promising in individuals with IDs. Objective The purpose of this study is to examine the effectiveness of an individually tailored PA program with motivational mHealth support on daily levels of PA in youth and adults with IDs. Methods The trial uses a randomized controlled design comprising 30 intervention participants and 30 control group participants, aged 16 to 60 years, with sedentary lifestyles or low PA levels. While the controls will receive standard care, the intervention aims to increase the level of PA, measured as steps per day, as the primary outcome. Secondary outcome variables are body mass index, blood pressure, physical performance, social support for PA, self-efficacy in a PA setting, behavior problems, and goal attainment. The intervention involves the delivery of tailored mHealth support, using smartphones or tablets to create structure with focus on the communicative abilities of individual participants. Rewards and feedback are provided in order to motivate individuals to increase participation in PA. Participants in the intervention group, their close relatives, and care staff will be invited to participate in a preintervention goal-setting meeting, where goal attainment scaling will be used to select the participants’ PA goals for the intervention period. All participants will be assessed at baseline, at 3 months, and at 6 months. Results Enrollment was planned to start in April 2020 but will be delayed due to the pandemic situation. The main contribution of this paper is a detailed plan to run our study, which will produce new knowledge about tailored mHealth to support PA in individuals with intellectual disabilities. Conclusions We expect the new intervention to perform better than standard care in terms of improved PA, improved self-efficacy, and social support for activities. Technology offers new opportunities to promote healthy behaviors. The results of the study will determine the effectiveness and sustainability of a tailored mHealth support intervention to increase PA in youth and adults with IDs. Trial Registration ClinicalTrials.gov NCT04079439; https://clinicaltrials.gov/ct2/show/NCT04079439 International Registered Report Identifier (IRRID) PRR1-10.2196/19213

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“…A more systematic goal setting and monitoring system based on the method, goal monitoring and evaluation (GME) was introduced into the LS procedures (Dunsmuir et al ., ). The GME method has been used to evaluate the outcomes of many kinds of programmes in various service contexts, initially under the name ‘goal attainment scaling’ (GAS) (Jones et al ., ). In the adopted version of GME the LS teams were asked to set two or three learning goals per case pupil before the LS cycle commenced.…”

Section: Research Methods and Analysismentioning

confidence: 99%

Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes

Norwich

Ylönen

2014

British Educational Res J

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This paper examines data from the novel use of Lesson Study (LS), an internationally known strategy for professional development, to improve the teaching of students with Moderate Learning Difficulties (11-14 years old). The paper aims to use a systematic qualitative analytic approach to identify variations in LS practice in a Development andResearch project with about 100 teachers across 30 schools in 2 LS phases. It also examines the extent to which the immediate context of undertaking the LSs relates to the LS practices and the outcomes for teachers and learners. Different data sources were used to examine the LS context, LS practices and outcomes. Analysis showed how teachers adapted the LS strategy to their particular subjects areas, the needs of students identified with MLD and their teaching contexts, while mainly keeping to the expected LS procedures. Co-variation analysis showed how the degree to which contexts were supportive of LS could be related to student learning gains and teacher outcomes, but no mediating factors were identified. The conclusions indicate the 2 importance of context for successful LS use. The findings are discussed in terms of possible mediating factors to better understand what is involved in quality and effective LS.

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Using goal attainment scaling to evaluate a needs-led exercise programme for people with severe and profound intellectual disabilities

Cited by 24 publications

References 42 publications

The use of Goal Attainment Scaling in a community health promotion initiative with seniors

The use of Goal Attainment Scaling in a community health promotion initiative with seniors

Physical Activity With Tailored mHealth Support for Individuals With Intellectual Disabilities: Protocol for a Randomized Controlled Trial

Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes

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