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Communication skill and behaviour disorder

M C Chung1, L Jenner, L Chamberlain

  • 1University of Wolverhampton, School of Health Sciences, England.

Perceptual and Motor Skills
|December 1, 1996
PubMed
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Moving clients with learning difficulties to small-scale accommodations improved communication skills for verbal and preverbal individuals. However, those with profound multiple learning difficulties showed increased social withdrawal.

Area of Science:

  • Psychology
  • Developmental Psychology
  • Special Education

Background:

  • Transitioning individuals with learning difficulties from large institutions to smaller settings is a significant policy shift.
  • Understanding the impact of such transitions on communication and behavior is crucial for effective support.
  • Previous research has not fully elucidated the long-term effects on diverse learning disability profiles.

Purpose of the Study:

  • To assess changes in communication skills and behavioral disorders in individuals with learning difficulties after relocation.
  • To compare outcomes across different severity levels of learning disabilities.
  • To evaluate the effects of small-scale accommodations over a one-year period.

Main Methods:

  • A cohort of 15 clients with learning difficulties was studied.

Related Experiment Videos

  • Clients were grouped by severity: profound multiple learning difficulties (6), preverbal (5), and verbal (4).
  • Communication skills were assessed using the Preverbal Communication Schedule, and behavioral disorders with the Aberrant Behaviour Checklist.

    • Main Results:

    • Clients with profound multiple learning difficulties exhibited a significant increase in social withdrawal from baseline to one-year follow-up.
    • Both preverbal and verbal groups demonstrated improvements in communication skills.
    • No control group was utilized in this study.

    Conclusions:

    • Small-scale accommodations appear beneficial for enhancing communication skills in individuals with preverbal and verbal learning difficulties.
    • The transition may exacerbate social withdrawal in clients with profound multiple learning difficulties, necessitating targeted interventions.
    • Further research with control groups is recommended to strengthen causal inferences.