Single case experimental design (SCED) has a long, well‐respected tradition in evaluating the effectiveness of behavioural interventions for people with learning…
Single case experimental design (SCED) has a long, well‐respected tradition in evaluating the effectiveness of behavioural interventions for people with learning disabilities and challenging behaviours. However, shift the focus to other psychological modalities (such as psychodynamic psychotherapy) or differing presenting problems (such as interpersonal problems) and the use of SCED methodologies is severely curtailed. This paper describes the application of SCED methodologies in the evaluation of treatment of three clients: the psychodynamic psychotherapy of hypochondriasis in an A/B design, psychodynamic psychotherapy of ambulophobia in an A/B design, and cognitive‐behavioural therapy of anger and aggression in a shifting criterion design. Visual and statistical analysis of the time series data revealed that the hypochondriasis and the anger cases responded to treatment, whereas the ambulophobia case showed some deterioration during the intervention. The cases are discussed in terms of the strengths and weaknesses of the methodologies applied and the relative merits of accruing SCED evidence in the evaluation of the plethora of psychological modalities now being made available to learning disabled clients.
Outcome measurement is a key priority for services. There are no papers on specific overall quality outcome measures for people with intellectual disabilities who have…
Outcome measurement is a key priority for services. There are no papers on specific overall quality outcome measures for people with intellectual disabilities who have dementia. The purpose of this paper is to describe the development and piloting of a new measure.
A process was developed to measure quality outcomes across all stages of dementia. The reliability of the tool was measured using Cronbach’s α coefficients, along with data about its clinical utility.
The QOMID has good reliability, face validity and internal reliability suggesting that all domains contribute equally towards the construct of quality outcome. An exploratory factor analysis revealed that there may be four or five sub-factors within the QOMID, The clinical utility of the assessment tool was explored and it can be concluded that the QOMID is simple, fairly quick and effective.
The scale has good psychometric properties and the initial parameters for the QOMID were met. Further exploration of factors needs to be considered with a larger sample of participants.
The scale was liked by assessors and gives a practical tool that can both measure the quality outcome for people at each stage of their dementia, and help to develop more effective care plans.
This is the first measure to look at quality outcomes for people with intellectual disabilities and dementia and which takes a staged approach.
Natural disaster stories narrate unsettling natural events and proffer scripts for social action in the face of unforeseen and overwhelming circumstances. The purpose of…
Natural disaster stories narrate unsettling natural events and proffer scripts for social action in the face of unforeseen and overwhelming circumstances. The purpose of this study is to investigate stories of natural disasters recounted for New Zealand school children in the School Journal during its first 100 years of publication.
Content analysis is used to categorise the disaster event and to identify two distinct periods of disaster stories – imperial and national. Textual analysis of indicative stories from each period centres on the construction of social scripts for child readers.
In the imperial period tales of individual heroism and self‐sacrifice predominate, while the national period is characterised by stories of ordinary families, community solidarity and survival. Through this investigation of natural disaster stories for children, the paper identifies the shifting models of heroic identity offered to New Zealand children through educational texts.
This study adds to the existing literature on the School Journal and to the broader study of the history of imperialist and nationalist education in New Zealand. In these times of increased disaster awareness it also draws attention to the significance of disaster narratives in offering social scripts for children to draw on in the event of an actual disaster experience.