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

Gore, Nick J., Hastings, Richard P., Brady, Serena (2014) Early intervention for children with learning disabilities: making use of what we know. Tizard Learning Disability Review, 19 (4). pp. 181-189. ISSN 1359-5474. (doi:10.1108/TLDR-08-2013-0037) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1108/TLDR-08-2013-0037

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.

Item Type: Article
DOI/Identification number: 10.1108/TLDR-08-2013-0037
Uncontrolled keywords: Intellectual disability, Children, Prevention, Learning disability, Challenging behaviour, Early intervention
Subjects: H Social Sciences
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research > Tizard
Depositing User: Jo Ruffels
Date Deposited: 21 Sep 2015 14:27 UTC
Last Modified: 29 May 2019 16:02 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/50565 (The current URI for this page, for reference purposes)
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