PIMDA: Profound Intellectual & Multiple Disability Australia

Welcome to PIMDA. PIMDA stands for profound intellectual and multiple disabilities Australia. PIMDA is Sheridan Forster's weblog about issues to do with people with profound intellectual and multiple disabilities (PIMD) in Australia. The purpose of PIMDA is to increase awareness of people with PIMD and the issues pertaining to this population. The other purpose of PIMDA is to build a network of interested people who can then work together to improve the lives of people with PIMD.

Wednesday, February 16, 2011

From NDS Newsletter - Group homes for people with PIMD

I've grabbed the following from an NDS newsletter. I think it is only for Victorian group homes.

Do you know of any great group homes for people with intellectual disability and high support needs?

The ‘culture’ of group homes has long been recognised as being important in realising a good ‘quality of life’ for people with intellectual disabilities, but has been little researched.

The School of Social Work and Social Policy at La Trobe University and the Tizard Centre in the United Kingdom have been awarded funding from the Australian Research Council to learn about the ‘culture’ of highly performing group homes for people with high support needs. We want to understand what the staff culture in good group homes looks like, how it emerges, how it changes over time and what supports it. Our findings will help to inform organisational development, policy and practice in group homes.

The project brings together key researchers in this field, Professor Jim Mansell, Professor Chris Bigby, Dr Julie Beadle – Brown, Dr Marie Knox and Dr Tim Clement. Together we have much experience in investigating quality of life in group homes.

Do you know a group home for people with severe and profound intellectual disabilities that you regard as being one of the best of its kind? You may work in such a setting or know one that you consider to be a flagship service.

If you are able to recommend such a service in the broadest terms,( i.e. without breaching confidentially) that might be invited to participate in this research, please contact Professor Christine Bigby, phone: (03) 9479 1016 or email: c.bigby@latrobe.edu.au. Alternatively, you could bring this newsletter item to the attention of a manager in the relevant organisation.

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Advocacy articles

Longley, S., & Collins, G. J. (1994). The development of a non-verbal satisfaction measure for use with people who have severe or profound learning disabilities. British Journal of Developmental Disabilities, XL(79), 143-149.
Porter, J., Ouvry, C., Morgan, M., & Downs, C. (2001). Interpreting the communication of people with profound and multiple learning difficulties. British Journal of Learning Disability, 29(1), 12-16.
Ware, J. (2004). Ascertaining the views of people with profound and multiple learning disabilities. British Journal Learning Disability, 32(4), 175-179.

Arts and multi-sensory articles

Ashby, M., Lindsay, W. R., Pitcaithly, D., Broxholme, S., & Geelen, N. (1995). Snoezelen: Its effects on concentration and responsiveness in people with profound multiple handicaps. British Journal of Occupational Therapy, 58(7), 303-307.
Brodin, J. (2005). Diversity of aspects on play in children with profound multiple disabilities. Early Child Development and Care, 175, 635-646.
Bunning, K. (1998). To engage or not to engage? Affecting the interactions of learning disabled adults. International Journal of Language and Communication Disorders, 33(Supplement), 386-391.
Cuvo, A. J., May, M. M., & Post, T. M. (2001). Effects of living room, Snoezelen room, and outdoor activities on stereotypic behavior and engagement by adults with profound mental retardation. Research in Developmental Disabilities, 22, 183-204.
Graham, J. (2004). Communicating with the uncommunicative: music therapy with pre-verbal adults. British Journal Learning Disability, 32(1), 24-29.
Hogg, J., Cavet, J., Lambe, L., & Smeddle, M. (2001). The use of 'Snoezelen' as multisensory stimulation with people with intellectual disabilities: a review of the research. Research in Developmental Disabilities, 22, 353-372.
Lindsay, W. R., Pitcaithly, D., Geelen, N., Buntin, L., Broxholme, S., & Ashby, M. (1997). A comparison of the effects of four therapy procedures on concentration and responsiveness in people with profound learning disabilities. Journal of Intellectual Disability Research, 41(3), 201-207.
Logan, K. R., Jacobs, H. A., Gast, D. L., Smith, P. D., Daniel, J., & Rawls, J. (2001). Preferences and reinforcers for students with profound multiple disabilities: can we identify them? Journal of Developmental and Physical Disabilities, 13(2), 97-122.
Matson, J. L., Bamburg, J. W., & Smalls, Y. (2004). An analysis of Snoezelen equipment to reinforce persons with severe or profound mental retardation. Research in Developmental Disabilities, 25(1), 89-95.
Rainey Perry, M. M. (2003). Relating improvisational music therapy with severely and multiply disabled children to communication development. Journal of Music Therapy, XL(3), 227-246.
Shapiro, M., Parush, S., Green, M., & Roth, D. (1997). The efficacy of the "Snoezelen" in the mangagement of children with mental retardation who exhibit maladaptive behaviours. British Journal of Developmental Disabilities, 43(2), 140-155.
Singh, N. N., Lancioni, G. E., Winton, A. S. W., Molina, E. J., Sage, M., Brown, S., et al. (2004). Effects of Snoezelen room, activities of daily living skills training, and vocational skills training on aggression and self-injury by adults with mental retardation and mental illness. Research in Developmental Disabilities, 25(3), 285-293.
Vlaskamp, C., & Nakken, H. (1999). Missing in execution therapies and activities for individuals with profound multiple disabilities. British Journal of Developmental Disabilities, 45(2), 99-109.
Vlaskamp, C., de Geeter, K. I., Huijsmans, L. M., & Smit, I. H. (2003). Passive activities: the effectiveness of multisensory environments on the level of activity of individuals with profound multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 16, 135-143.