Effectiveness of training on the community skills of children with intellectual disabilities

Jill Drysdale, Jacqueline Casey, Alison Porter-Armstrong

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Background: Children with intellectual disabilities often have difficulties in daily tasks, requiring training to increase functional independence. This study measured the effectiveness of community skills training in a telephone task and a shopping task, and examined if community-based training was more effective than classroom-based training. Materialmethods: A randomized control trial with 40 children aged 911 years was completed. Intervention groups attended an eightweek training programme; the control group received no treatment. One intervention group practised skills in local shops. All participants were assessed before and after treatment in a shopping task and telephone task, using task analysis methodology.Results: Data showed a highly statistically significant difference between intervention and control groups in the shopping task ( p0.007); however, there was no significant difference between classroom and classroom supplemented by community-based learning in the shopping task. There was no significant difference between the intervention and controlgroups in the telephone task. Conclusion: Results suggested that skills training was effective in one of the skill areas with this client group. Further research is required to determine if community-based training is more effective than classroom-based learning.
LanguageEnglish
Pages247-255
JournalScandinavian Journal of Occupational Therapy
Volume15
Issue number4
DOIs
Publication statusPublished - 2008

Fingerprint

Disabled Children
Intellectual Disability
Telephone
Learning
Control Groups
Education
Therapeutics
Research

Keywords

  • Community living skills training
  • occupational therapy
  • shopping skills
  • skills acquisition
  • task analysis
  • telephone
  • calls

Cite this

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Effectiveness of training on the community skills of children with intellectual disabilities. / Drysdale, Jill; Casey, Jacqueline; Porter-Armstrong, Alison.

In: Scandinavian Journal of Occupational Therapy, Vol. 15, No. 4, 2008, p. 247-255.

Research output: Contribution to journalArticle

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AU - Casey, Jacqueline

AU - Porter-Armstrong, Alison

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AB - Background: Children with intellectual disabilities often have difficulties in daily tasks, requiring training to increase functional independence. This study measured the effectiveness of community skills training in a telephone task and a shopping task, and examined if community-based training was more effective than classroom-based training. Materialmethods: A randomized control trial with 40 children aged 911 years was completed. Intervention groups attended an eightweek training programme; the control group received no treatment. One intervention group practised skills in local shops. All participants were assessed before and after treatment in a shopping task and telephone task, using task analysis methodology.Results: Data showed a highly statistically significant difference between intervention and control groups in the shopping task ( p0.007); however, there was no significant difference between classroom and classroom supplemented by community-based learning in the shopping task. There was no significant difference between the intervention and controlgroups in the telephone task. Conclusion: Results suggested that skills training was effective in one of the skill areas with this client group. Further research is required to determine if community-based training is more effective than classroom-based learning.

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