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Early intervention for children with learning disabilities: making use of what we know

Nick Gore (Lecturer in Learning Disability, based at The Tizard Centre, University of Kent, Canterbury, UK)
Richard Hastings (CEDAR, University of Warwick, Warwick, UK)
Serena Brady (Research Assistant, both are based at The Tizard Centre, University of Kent, Canterbury, UK)

Tizard Learning Disability Review

ISSN: 1359-5474

Article publication date: 30 September 2014

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Abstract

Purpose

The purpose of this paper is to present a rationale for increasing initiatives for early intervention of emotional and behaviour difficulties.

Design/methodology/approach

The authors draw on existing literature regarding rates of emotional and behavioural difficulties together with risk factors and processes related to the development of such difficulties.

Findings

Rates of emotional and behavioural difficulties amongst children with learning and developmental difficulties are high. A combination of factors relating to the child, the family system, and wider social contexts is likely to account for this.

Research limitations/implications

Increased attempts to provide early intervention to children with learning and developmental disabilities together with their families are warranted. Recommendations are made regarding how the development of such supports might best be taken forward.

Originality/value

Whilst drawing on pre-existing literature, the value of this paper is the way in which this has been drawn together to provide an overview of risk and development of behavioural and other difficulties amongst children with learning/developmental disabilities.

Keywords

Citation

Gore, N., Hastings, R. and Brady, S. (2014), "Early intervention for children with learning disabilities: making use of what we know", Tizard Learning Disability Review, Vol. 19 No. 4, pp. 181-189. https://doi.org/10.1108/TLDR-08-2013-0037

Publisher

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Emerald Group Publishing Limited

Copyright © 2014, Emerald Group Publishing Limited

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