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Journal of Intellectual & Developmental Disability Volume 35, 2010 - Issue 4
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Articles

Staff members' understandings about communication with individuals who have multiple learning disabilities: A case of Finnish OIVA communication training

Katja Koski Children's Therapy Centre Terapeija, FinlandCorrespondence[email protected]
,
Kaisa Martikainen Finnish Association on Intellectual and Developmental Disabilities, Helsinki, Finland
,
Katja Burakoff Finnish Association on Intellectual and Developmental Disabilities, Helsinki, Finland
&
Kaisa Launonen Institute of Behavioural Sciences, University of Helsinki, Finland
Pages 279-289 | Published online: 30 Nov 2010

Citations (12)

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Read on this site (3)

Ellen Rombouts, Bea Maes & Inge Zink. (2017) The behavioural process underlying augmentative and alternative communication usage in direct support staff. Journal of Intellectual & Developmental Disability 42:2, pages 101-113.
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Ellen Rombouts, Bea Maes & Inge Zink. (2017) Beliefs and habits: staff experiences with key word signing in special schools and group residential homes. Augmentative and Alternative Communication 33:2, pages 87-96.
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Meng-Ju Tsai. (2016) Communication interaction in special education preschool classrooms. International Journal of Developmental Disabilities 62:4, pages 234-244.
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Articles from other publishers (9)

Ben Meadows, Megan Taylor, Tara Rayment, Jane Johnson & Merle Mahon. (2020) Video reflection: An emerging tool for training client‐centred communication skills in staff supporting adults with learning disabilities in an education setting. British Journal of Learning Disabilities 48:2, pages 132-141.
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Áine Byrne, Jenna Pyne & Vanessa Sheehan. (2019) Use of key word signing for children and adults with intellectual disability in an Irish context. Tizard Learning Disability Review 24:3, pages 113-120.
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David Haines, Jonathan Wright & Huguette Comerasamy. (2018) Occupational Therapy Empowering Support Workers to Change How They Support People with Profound Intellectual and Multiple Disabilities to Engage in Activity. Journal of Policy and Practice in Intellectual Disabilities 15:4, pages 295-306.
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David Haines & Alexander Brown. (2018) Health professionals working effectively with support workers to enhance the quality of support for adults with intellectual disabilities: A meta-ethnography. Journal of Applied Research in Intellectual Disabilities 31:2, pages 200-212.
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Ellen Rombouts, Kristien Meuris, Bea Maes, Anne-Marie De Meyer & Inge Zink. (2016) Video Feedback in Key Word Signing Training for Preservice Direct Support Staff. Journal of Speech, Language, and Hearing Research 59:2, pages 342-348.
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Juliet Goldbart, Darren Chadwick & Susan Buell. (2014) Speech and language therapists’ approaches to communication intervention with children and adults with profound and multiple learning disability. International Journal of Language & Communication Disorders 49:6, pages 687-701.
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Katja Koski, Kaisa Martikainen, Katja Burakoff, Hannu Vesala & Kaisa Launonen. (2014) Evaluation of the impact of supervisory support on staff experiences of training. Tizard Learning Disability Review 19:2, pages 77-84.
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Jill Bradshaw & Juliet Goldbart. (2013) Staff Views of the Importance of Relationships for Knowledge Development: Is Training by Specialists a Waste of Money?. Journal of Applied Research in Intellectual Disabilities 26:4, pages 284-298.
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Katja Koski & Kaisa Launonen. (2012) Assessing the communication skills of carers working with multiple learning disabilities: a case study. International Journal of Language & Communication Disorders 47:6, pages 685-695.
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