Artículos de revistas: "Disability competency"

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Smith, W. Thomas, Justin J. Roth, Olihe Okoro, Carole Kimberlin y Folakemi T. Odedina. "Disability in Cultural Competency Pharmacy Education". American Journal of Pharmaceutical Education 75, n.º 2 (10 de marzo de 2011): 26. http://dx.doi.org/10.5688/ajpe75226.

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Jachimowska, Katarzyna. "Kompetencja językowa i komunikacyjna dzieci z zaburzeniami słuchu w kontekście wzorca gatunkowego SMS-a". Poznańskie Studia Polonistyczne. Seria Językoznawcza 26, n.º 2 (15 de diciembre de 2019): 61–74. http://dx.doi.org/10.14746/pspsj.2019.26.2.4.

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The article describes the methods of the SMS genre use, emphasising language competency (system proficiency) and communication competency (including pragmatic competency) of the tested group. The author presents the results of tests performed on a group of children with hearing disability (with various rate and type of hearing disability) aged 12–16 and confronts the results with the results achieved in the group of children without hearing issues (development norm). The article attempts to determine the mutual relations between language and communication competency acquisition by children with hearing disability and their genre competency. Short Message Service (SMS) was used as an example genre.

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Gibson, Jennifer. "Disability Competency in Community Relations and Counseling". Journal of School Public Relations 28, n.º 3 (1 de julio de 2007): 271–82. http://dx.doi.org/10.3138/jspr.28.3.271.

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Dupré, Marilyn. "Disability Culture and Cultural Competency in Social Work". Social Work Education 31, n.º 2 (marzo de 2012): 168–83. http://dx.doi.org/10.1080/02615479.2012.644945.

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Doebrich, Adrienne, Marion Quirici y Christopher Lunsford. "COVID-19 and the need for disability conscious medical education, training, and practice". Journal of Pediatric Rehabilitation Medicine 13, n.º 3 (23 de noviembre de 2020): 393–404. http://dx.doi.org/10.3233/prm-200763.

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The COVID-19 era exposes what was already a crisis in the medical profession: structural racism, ageism, sexism, classism, and ableism resulting in healthcare disparities for Persons with Disabilities (PWD). Early research highlights these disparities, but we do not yet know the full impact of this pandemic on PWD. Over the last 20 years, many medical schools have attempted to develop disability competency trainings, but discrimination and inequities remain, resulting in a pervasive distrust of medicine by the disability community at large. In this commentary, we suggest that disability competency is insufficient because the healthcare disparities experienced by PWD are not simply a matter of individual biases, but structural and systemic factors requiring a culture shift in the healthcare professions. Recognizing that disability is a form of diversity that is experienced alongside other systemic disadvantages like social class, race, age, sex, gender identity, and geographic location, we explore the transformative potential of disability conscious medical education, training, and practice that draws on insights from intersectional disability justice activism. Disability conscious medicine is a novel approach, which improves upon competency programs by utilizing disability studies and the principles of disability justice to guide us in the critique of norms, traditions, and institutions to more fully promote the respect, beneficence, and justice that patients deserve.

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Bhaumik, Sabyasachi, Samuel Tromans, Satheesh Kumar Gangadharan, Chaya Kapugama, Dasari Mohan Michael, Anu Wani, Gabriel Michael, Reza Kiani y Antonio Ventriglio. "Intellectual disability psychiatry: a competency-based framework for psychiatrists". International Journal of Culture and Mental Health 10, n.º 4 (31 de mayo de 2017): 468–76. http://dx.doi.org/10.1080/17542863.2017.1322624.

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Wilkinson, Joanne, Deborah Dreyfus, Mary Cerreto y Barbara Bokhour. "“Sometimes I Feel Overwhelmed”: Educational Needs of Family Physicians Caring for People with Intellectual Disability". Intellectual and Developmental Disabilities 50, n.º 3 (1 de junio de 2012): 243–50. http://dx.doi.org/10.1352/1934-9556-50.3.243.

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Abstract Primary care physicians who care for adults with intellectual disability often lack experience with the population, and patients with intellectual disability express dissatisfaction with their care. Establishing a secure primary care relationship is particularly important for adults with intellectual disability, who experience health disparities and may rely on their physician to direct/coordinate their care. The authors conducted semistructured interviews with 22 family physicians with the goal of identifying educational needs of family physicians who care for people with intellectual disability. Interviews were transcribed and coded using tools from grounded theory. Several themes related to educational needs were identified. Physician participants identified themes of “operating without a map,” discomfort with patients with intellectual disability, and a need for more exposure to/experience with people with intellectual disability as important content areas. The authors also identified physician frustration and lack of confidence, compounded by anxiety related to difficult behaviors and a lack of context or frame of reference for patients with intellectual disability. Primary care physicians request some modification of their educational experience to better equip them to care for patients with intellectual disability. Their request for experiential, not theoretical, learning fits well under the umbrella of cultural competence (a required competency in U.S. medical education).

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Havercamp, Susan M. "Competency-Based Curriculum Development: Essential Disability Competencies for Medical Education". Academic Medicine 96, n.º 2 (27 de enero de 2021): 168–69. http://dx.doi.org/10.1097/acm.0000000000003825.

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Salijana, Rosida, Akhmad Toha y Selfi Budi Helpiastuti. "The Performance of Goverment Official at The Demography and Civil Department in Situbondo Observed by Competence, Motivation and Commitment Aspect". International Seminar Series on Regional Dynamics Proceeding 2, n.º 1 (23 de mayo de 2020): 45. http://dx.doi.org/10.19184/issrd.v2i1.17471.

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The pre-survey process showed that the report on performance was not optimal and human resources in the Department of Population and Civil Registry were inadequate and Minister of Administrative Reform and Bureaucratic Reform No. 38 of 2017 concerning the Competency Standards of the Position of the State Civil Apparatus which requires the State Civil Apparatus that has the competence, discipline, participatory, motivative and commitment in carrying out the performance of public services, then this study takes focus on the influence of competence, motivation and commitment to the performance of the State Civil Apparatus in the Population and Civil Registry Office of Situbondo Regency. This study aims to find out and analyze the competence, motivation, and commitment of employees to the performance of the Government of Situbondo Regency. This type of study is a quantitative study using a saturated sample of 29 State Civil Apparatuses in the Situbondo Regency Population and Civil Registry Office. Data collection techniques used in the study through surveys using questionnaires, interviews and documentation. Data from the subsequent studies were analyzed using multiple linear regression. Based on the results of the study it can be concluded that: 1). Partially, competence and commitment have a positive and significant effect on the performance of the State Civil Apparatus in the Population and Disability Service Office of Situbondo Regency. While motivation has a positive effect, but it is not significant on the performance of the State Civil Apparatus in the Population and Civil Disability Office of Situbondo Regency, and 2). Simultaneously the variable X together on the performance of the State Civil Apparatus has different results. Where the competency and commitment variables have a positive and significant effect, whereas motivation only has a positive effect. Keywords: Performance, Competence, Motivation and Commitment

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Johnson, Keith, Michael Bowden, David Coyne y Julian Trollor. "Competency based advanced training in Intellectual Disability Psychiatry: a NSW prototype". Australasian Psychiatry 21, n.º 4 (26 de junio de 2013): 393–96. http://dx.doi.org/10.1177/1039856213492353.

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Robey, Kenneth L., Paula M. Minihan, Linda M. Long-Bellil, Joan Earle Hahn, John G. Reiss y Gary E. Eddey. "Teaching health care students about disability within a cultural competency context". Disability and Health Journal 6, n.º 4 (octubre de 2013): 271–79. http://dx.doi.org/10.1016/j.dhjo.2013.05.002.

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Jones, Derek. "Learning Disability: An Alternative Frame of Reference". British Journal of Occupational Therapy 58, n.º 10 (octubre de 1995): 423–26. http://dx.doi.org/10.1177/030802269505801005.

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This article outlines some of the criticisms of traditional ways of working in services to people with learning disabilities and presents some alternatives. It suggests that occupational therapists adopt a frame of reference which combines a competency-based model of occupational therapy with a redefinition of independence. O'Brien's Five Accomplishments are used to provide a service quality monitoring tool and a values base for practice. The principle of partial participation is utilised and an emphasis is placed on the value of employment and the use of systematic instruction to achieve it.

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Saltes, Natasha. "Disability Barriers in Academia: An Analysis of Disability Accommodation Policies for Faculty at Canadian Universities". Canadian Journal of Disability Studies 9, n.º 1 (27 de febrero de 2020): 53–90. http://dx.doi.org/10.15353/cjds.v9i1.596.

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This article examines disability accommodation policies for faculty at 42 Canadian universities. Although universities in Canada are legally required to accommodate disabled employees, fewer than half of all universities have a written disability accommodation policy available. The search for disability accommodation policies revealed that there is a lack of consistency in policy implementation as well as language and content. The analysis revealed that disability accommodation policies contain overtly medical language and provisions that work to isolate disabled faculty by reinforcing the notion of competency as able-bodiedness and emphasizing the entanglement between disability, health and medicine. This article encourages universities to acknowledge their role in establishing accessible and inclusive workplaces and concludes with recommendations aimed at addressing some of the gaps and inconsistencies in disability accommodation policies.

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Olaussen, Sarah Jamison y Andre M. N. Renzaho. "Establishing components of cultural competence healthcare models to better cater for the needs of migrants with disability: a systematic review". Australian Journal of Primary Health 22, n.º 2 (2016): 100. http://dx.doi.org/10.1071/py14114.

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This study examined the challenges of providing services to migrants with disability (MWD), including healthcare providers’ (HCP) level of cultural competence, and documented components of the cultural competence framework required to reduce disability-related health inequalities. This systematic review was undertaken according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Six databases were searched from January 2000 to August 2013: Ovid Medline, Ovid PsychINFO, EMBASE, CINHAL plus, Informit health databases and Scopus. The search focused on MWD, carers of MWD and HCP working with MWD in industrialised countries. The search yielded 271 articles of which 11 met the inclusion criteria (10 qualitative and 1 quantitative). While HCP perceived themselves as being culturally competent, carers of MWD felt that HCP needed to be more culturally competent as MWD’s needs were not being adequately addressed due to cultural misunderstandings and disrespect of cultural values, beliefs and traditions. The review found one existing healthcare model intended for use with MWD; however, the lack of specific attention to cultural competency limits its clinical utility. The findings of this review led to the development of suggested components to be included in a cultural competence model for HCP working with MWD.

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Pitetti, Ken, Ruth Ann Miller y Michael Loovis. "Balance and Coordination Capacities of Male Children and Adolescents With Intellectual Disability". Adapted Physical Activity Quarterly 34, n.º 1 (enero de 2017): 1–18. http://dx.doi.org/10.1123/apaq.2016-0010.

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Children and adolescents with intellectual disability (ID) exhibit a mixture of cognitive, motor, and psychosocial limitation. Identifying specific inadequacies in motor proficiency in youth with ID would improve therapeutic management to enhance functional capacity and health-related physical activity. The purpose of this study was to initiate descriptive data collection of gross motor skills of youth with ID and compare those skills with competency norms. The Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) was used to measure 6 items for balance (BAL), 5 items for upper limb coordination (ULC), and 6 items for bilateral coordination (BLC) of 123 males (ages 8–18) with ID but without Down syndrome. The authors performed 2,840 assessments (10–32 for each item); 944, 985, and 913 for BAL, ULC, and BLC, respectively. Mean scores for all age groups for BAL, ULC, and BLC were consistently below BOT-2 criteria. Overall motor skills of males with ID are below the competence expected for children and adolescents without disabilities.

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Durdukoca, Şule Fırat. "Reviewing of Teachers’ Professional Competencies for Inclusive Education". International Education Studies 14, n.º 10 (8 de septiembre de 2021): 1. http://dx.doi.org/10.5539/ies.v14n10p1.

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This study aims to review the professional competencies of classroom teachers for inclusive education according to different variables, to obtain information about teachers’ in-class practices and to evaluate their perceptions of professional competencies in depth. The research is a mixed-method study and carried out using the trilinguation. The quantitative data were collected from 203 classroom teachers and the qualitative data from 58 teachers. The data were collected using the “Professional Competency Scale for Teachers on Inclusion” and a semi-structured interview form. The validity and reliability studies of the scale were repeated. The research determined that the professional competencies of participating teachers regarding inclusive education are at a high level, professional competency does not differ according to the variables of gender and seniority, and the professional competency levels of teachers regarding inclusive education differ according to the number of students affected by disability. Besides, it was determined that participant teachers carried out similar classroom practices for their students affected by disability and generally, had a perception that not every student could learn.

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Trollor, Julian N., Claire Eagleson, Janelle Weise y Roderick McKay. "Development and dissemination of a core competency framework". Journal of Mental Health Training, Education and Practice 12, n.º 4 (10 de julio de 2017): 237–48. http://dx.doi.org/10.1108/jmhtep-04-2017-0028.

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Purpose The purpose of this paper is to describe and critique the methodology used to develop a core competency framework for mental health professionals working with people with an intellectual disability and co-occurring mental ill health. Design/methodology/approach A multi-phase, multi-method design was used to collect qualitative and quantitative data, including a scoping survey, modified online Delphi, and consultation with multiple stakeholders. The implementation phase involved a launch forum and workshop, toolkit development, and evaluation strategy. Findings Results from the scoping survey and consultation process informed the development of a core competency framework with 11 domains. An accompanying toolkit was also developed with practical guidance to assist with the implementation of the core competencies. In total, 93 professionals attended the launch forum, and the framework has been downloaded 998 times during the first year it has been available. Research limitations/implications Detailed information specific to each profession cannot be included when a whole of workforce approach is used. The ways in which to use the framework in conjunction with other core competency frameworks is discussed. Practical implications This framework can be utilised by mental health workers including clinicians, managers, service developers, and educators, from multiple professional backgrounds. The approach taken can also be used by others to develop similar frameworks. Originality/value This is the first core competency framework, to the authors’ knowledge, specifically designed for public mental health professionals from varied backgrounds working with people with an intellectual disability. Consulting with multiple stakeholders, not just experts, elicited new information that may otherwise have been overlooked.

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Nisker, Jeff. "Social model of disability must be a core competency in medical education". Canadian Medical Association Journal 191, n.º 16 (22 de abril de 2019): E454. http://dx.doi.org/10.1503/cmaj.71861.

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Kim, Soo Yeon. "Development of Competency-based Horticulture Rehabilitation Assistant Curriculum for Disability University Students". Journal of Korean Society for People Plants and Environment 19, n.º 6 (31 de diciembre de 2016): 595–604. http://dx.doi.org/10.11628/ksppe.2016.19.6.595.

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Pitchford, E. Andrew y E. Kipling Webster. "Clinical Validity of the Test of Gross Motor Development-3 in Children With Disabilities from the U.S. National Normative Sample". Adapted Physical Activity Quarterly 38, n.º 1 (1 de enero de 2021): 62–78. http://dx.doi.org/10.1123/apaq.2020-0023.

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The Test of Gross Motor Development (TGMD) measures fundamental motor skills competency and is frequently used for eligibility determination of adapted physical education services in children with disabilities. The purpose of this study was to determine if the TGMD-3 is clinically sensitive to detect deficits in the fundamental motor skills of children with disabilities (i.e., intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, language and articulation disorders). Eighty-five children with disabilities and 85 matched controls (i.e., typically developing, individually matched on age, sex, ethnicity, and race) completed the TGMD-3. Mann–Whitney U tests identified significant differences in the total TGMD-3 scores for children with intellectual disability (p < .001), autism spectrum disorder (p < .001), and attention deficit hyperactivity disorder (p = .032). No differences were identified for children with language and articulation disorders. Comparisons of subscales (i.e., locomotor and ball skills) differed across disability groups. This study provides evidence that the TGMD-3 is clinically sensitive to identify deficits in fundamental motor skills competency.

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Andoy-Galvan, Jo Ann, Sapna Shridhar Patil, Prabhagari Nair Ramalingam, Muhammad Aminul Syahmi Bin Shobri, Karuthan Chinna, Muhammad Sabri Sahrir y Kumarappan Chidambaram. "Self-reported competency, knowledge and practices of teachers teaching primary children with autism in government schools of West Malaysia: a cross-sectional study". F1000Research 9 (24 de julio de 2020): 768. http://dx.doi.org/10.12688/f1000research.24283.1.

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Background: Disability brings challenges and demands in the family and society which last for a long time. Children that are affected by disability are often kept at home, without access to opportunities other children might have, and education is one of the most effective ways to break the cycle of discrimination and poverty. Malaysia is committed to achieving the Sustainable Development Goals, and teacher quality issues are among the Ministry of Education's focuses to ensure a successful journey for pupils with disabilities. In this study, we evaluated the competency, knowledge and implementation practices of teachers serving government schools in West Malaysia regarding teaching children with autism spectrum disorder (ASD). Methods: 832 primary teachers from different states of West Malaysia participated in a web-based survey that assessed self-reported competency, knowledge and implementation practices with regards to managing children with autism spectrum disorder. Results: Respondents rated themselves as quite competent, and believed that they were knowledgeable regarding ASD and could implement ASD tasks. Frequency of training was a consistent predictor of competency. Respondents who had never attended a training course had significantly lower self-competency, lower level of knowledge, and lower implementation ratings than those who had attended even one course. Conclusions: Investments in training teachers on ASD are highly recommended to ensure these students are provided with quality of education they deserve.

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Goddard, Linda, Patricia M. Davidson, John Daly y Sandra Mackey. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 32, n.º 3 (2008): 405. http://dx.doi.org/10.1071/ah080405.

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People with an intellectual disability and their families experience poorer health care compared with the general population. Living with an intellectual disability is often challenged by coexisting complex and chronic conditions, such as gastrointestinal and respiratory conditions. A literature review was undertaken to document the needs of this vulnerable population, and consultation was undertaken with mothers of children with disabilities and with professionals working within disability services for people with an intellectual disability and their families. Based on this review, there is a need to increase the profile of people with an intellectual disability in the discourse surrounding chronic and complex conditions. Strategies such as guideline and competency development may better prepare health professions to care for people with disabilities and chronic and complex care needs and their families.

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Kramers-Olen, Anne. "Sexuality, intellectual disability, and human rights legislation". South African Journal of Psychology 46, n.º 4 (4 de noviembre de 2016): 504–16. http://dx.doi.org/10.1177/0081246316678154.

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Sexuality constitutes a central feature of what it is to be human, yet health practitioners, families, and caregivers frequently perceive romantic and sexually intimate relationships among persons with intellectual disabilities to be inappropriate tending to regard such individuals as either ‘asexual’ or ‘hyper-sexed’. A number of myths, stereotypes, and prejudices intersect in a manner that has deleterious consequences for persons with intellectual disabilities. This article reviews the literature on sexuality and barriers to sexual expression among persons with intellectual disabilities. Relevant legislative frameworks and human rights issues, in particular, the tensions between protecting persons with intellectual disabilities from exploitation, and the promotion of sexual autonomy also receive consideration. In addition, the article explores issues relating to competency to consent to sexual acts and concludes with a synthesis of the current knowledge.

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Hematian, Khadijeh, Shahla Alborzi y Mohammad Khayyer. "Quality of Life of Iranian Vocational Students with and without Intellectual Disability". Psychological Reports 105, n.º 3 (diciembre de 2009): 738–46. http://dx.doi.org/10.2466/pr0.105.3.738-746.

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The purpose of the present study was to compare the attitudes of individuals with and without intellectual disability toward their quality of life. Associations between demographic variables such as sex, age, father's education, and father's occupation and quality of life were also assessed. 40 people with intellectual disability from special schools were matched with 40 people from Shiraz Vocational Teaching Center on sex, age, and fathers' careers and educations. There was no significant difference between the two groups on total Quality of Life scores, but differences were found in subscales. The groups with intellectual disability reported higher scores on the dimensions of life satisfaction, competency/productivity, and social belongingness/community integration. The normal group scored higher on empowerment/independence. In the intellectual disability group, the father's career was a better predictor of quality of life.

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Suwardianto, Heru y Vitaria Wahyu Astuti. "Competency In Critical Care Nursing With Approach Methods Journal Sharing of Critical Care (JSCC) In Nursing Profession Students". STRADA Jurnal Ilmiah Kesehatan 9, n.º 2 (1 de noviembre de 2020): 686–93. http://dx.doi.org/10.30994/sjik.v9i2.361.

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The results showed that most respondents had good critical nursing competency scores including primary assessment: airway assessment (53.8%); breathing assessment (56.4%); Circulation assessment (61.5%); Disability assessment (56.4%); and Exposure assessment (59%), professionalism (56.4%), critical nursing care competencies (79.5%), Clinical reasoning process (71.8%), Patient safety (61.5%) and critical care exam score (46.2%). The result of statistical test with Pearson test obtained that the primary assessment: airway assessment (ρ = 0.038); circulation assessment (ρ = 0.029); Exposure assessment (ρ = 0.023), competence of critical nursing care (ρ = 0.049), clinical reasoning process (ρ = 0.028) and patient safety (ρ = 0.001) have a significant relationship to the critical care exam score. The implementation of learning methods for journal sharing of critical care has a positive impact on competencies and results in good student competencies.

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Bayor, Andrew A., Margot Brereton, Laurianne Sitbon, Bernd Ploderer, Filip Bircanin, Benoit Favre y Stewart Koplick. "Toward a Competency-based Approach to Co-designing Technologies with People with Intellectual Disability". ACM Transactions on Accessible Computing 14, n.º 2 (julio de 2021): 1–33. http://dx.doi.org/10.1145/3450355.

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Ability-based design is a useful framework that centralizes the abilities (all that users can do) of people with disabilities in approaching the design of assistive technologies. However, although this framework aspires to support designing with people with all kinds of disabilities, it is mainly effective in supporting those whose abilities can be clearly defined and measured, in particular, physical and sensory attributes of ability. As a result, the ability-based design framework only provides limited guidance to design with users with intellectual disability, whose cognitive, physical, sensory, and practical abilities vary along a spectrum. In this article, we reflect on a long-term co-design study where we leveraged what we termed “competencies,” i.e., the representative practical skills people develop from their participation in life activities, in particular, mainstream technologies, such as social media and the Internet. Our reflection is based on our experience in designing SkillsTube, a web application we co-designed with young adults with intellectual disability to support them to learn life skills through videos. The app's design, which explored and leveraged their social media participation competencies, supported the fundamental participation of all participants and their peers. Their familiarity with the app's social media-inspired design features fostered confidence in their participation, usability, and engagement. Drawing on the findings and design process of the app, we discuss a Competency-based approach to designing with people with disabilities that extends upon ability-based design, by grounding it in user competencies.

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Botfield, Jessica R., Sera Ratu, Esiteri Turagabeci, Jane Chivers, Loren McDonald, Eleanor G. Wilson y Yan Cheng. "Sexuality education for primary school students with disability in Fiji". Health Education Journal 80, n.º 7 (23 de abril de 2021): 785–98. http://dx.doi.org/10.1177/00178969211011227.

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Background: People with disability have the same sexual and reproductive health needs and rights as people without disability, yet experience considerable barriers in accessing information and services. The Reproductive and Family Health Association of Fiji, Family Planning Australia, and disability stakeholders implemented a comprehensive sexuality education (CSE) disability inclusion project to increase access for students with disability to age-appropriate sexuality education. Method: A train the trainer model was utilised, whereby staff and disability stakeholders undertook competency-based training on delivering sexuality education to teachers and people with disability, then trained and supported teachers working in special disability schools to provide sexuality education to students. An evaluation explored the acceptability and effectiveness of the project, utilising baseline and endline surveys and interviews. Findings: From 2016 to 2018, the CSE disability project reached teachers and students in nine special disability schools in Fiji. At project completion, teachers reported increased confidence overall in teaching about sexuality and relationships, and students demonstrated increased knowledge regarding puberty and body changes. Interview findings suggested the project contributed to overcoming silence and stigma for people with disability and promoting safety for young people. Conclusion: Age- and developmentally appropriate sexuality education for people with disability is essential for equipping them with necessary knowledge and skills. The CSE disability project utilised a collaborative, capacity building approach to co-design and implement sexuality education in special disability schools in Fiji. With commitment from stakeholders, this could be sustained and expanded to support students with disability in achieving optimal sexual and reproductive health.

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Sánchez, Jennifer, David A. Rosenthal, Fong Chan, Jessica Brooks y Jill L. Bezyak. "Relationships Between World Health OrganizationInternational Classification of Functioning, Disability and HealthConstructs and Participation in Adults With Severe Mental Illness". Rehabilitation Research, Policy, and Education 30, n.º 3 (2016): 286–304. http://dx.doi.org/10.1891/2168-6653.30.3.286.

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Purpose:To examine the World Health OrganizationInternational Classification of Functioning, Disability and Health(ICF) constructs as correlates of community participation of people with severe mental illnesses (SMI).Methods:Quantitative descriptive research design using multiple regression and correlational techniques was used to analyze 193 persons with SMI.Results:This study examined the unique relationships between each of the ICF constructs and participation in a series of simultaneous regression analyses. Age, schizophrenia/schizoaffective diagnosis, insight, self-care activity, social competency, and social support from friends were significant predictors of participation when compared to variables in the same ICF constructs. In addition, these significant ICF predictors of participation were entered in a hierarchical regression, and only insight, social competency, and social support from friends were found to be significant predictors of participation after controlling for the effect of other ICF variables.Conclusion:In this ICF model, insight, social competency, and social support from friends were found to be associated with participation and mediated the individual contributions of types of psychiatric disabilities and self-care activity to participation. Rehabilitation practitioners should focus on interventions that increase these factors for people with SMI. Rehabilitation researchers should continue to use the ICF as a model from which to predict participation in specific life activities (e.g., employment) for people with SMI. Continued application and validation of the ICF model could positively impact recovery-oriented outcomes for individuals with SMI.

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Alshaboul, Yousef. "EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading". International Journal of Applied Linguistics and English Literature 7, n.º 2 (1 de marzo de 2018): 95. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.95.

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Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness.

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youngwn kim. "The Relationship between Emotional Competency and Organizational Effectiveness of Members in Disability Sports Administrative Organization". Journal of adapted physical activity and exercise 18, n.º 1 (marzo de 2010): 79–93. http://dx.doi.org/10.17006/kjapa.2010.18.1.79.

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Maia, Evanira Rodrigues, Séfora Batista Almeida, Wéllida Rocha Oliveira y Lorita Marlena Freitag Pagliuca. "Assistência à pessoa com deficiência: competências do agente comunitário de saúde". Revista de Enfermagem UFPE on line 3, n.º 4 (19 de septiembre de 2009): 937. http://dx.doi.org/10.5205/reuol.581-3802-1-rv.0304200919.

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Objective: to discuss concepts on disability, facilities and difficulties and report on the learning needs of Community Health Agents (CHA) to work with disabled persons in basic care. Methods: this is an exploratory and descriptive research, carried out in Crato-CE, from March to May 2008. Knowledge, previous skills and learning needs were collected from 76 out of 111 CHA who participated in an awareness seminar, using a questionnaire-type registration card. Data were submitted to the content analysis technique. The project was approved by the COMEPE-UFC (245/07). Results: ninety-two percent of the CHA who concluded steps I and II of the Technical Course for Community Health Agents indicate the need for competency development to work with disabled people and their families, related to the concepts of disability, social inclusion, health-disease process, biomedical contents, health promotion and problem monitoring actions. Conclusion: adequate care delivery to disabled people demands that health professionals develop competencies for this purpose. Community Health Agents’ position turns them into essential actors of these actions in Basic Care. There is an urgent need to develop the competencies established in the curriculum framework of the Technical Course for Community Health Agents, applied to the theme. Descriptors: disabled persons; family practice; professional competence.

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Matsuda, Osamu y Masahiko Saito. "Functional competency and cognitive ability in mild Alzheimer's Disease: relationship between ADL assessed by a relative/carer-rated scale and neuropsychological performance". International Psychogeriatrics 17, n.º 2 (junio de 2005): 275–88. http://dx.doi.org/10.1017/s1041610205001304.

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Background: Alzheimer's disease (AD) is characterized by multiple cognitive deficits and affects functional competency to perform daily activities (ADL). As this may contribute to the patient's overall disability, it is important to identify factors that compromise competency.Objective: The relationship between different cognitive domains and functional activities in AD was studied.Methods: The functional competency of 73 Japanese AD patients, most with mild dementia, was assessed using a 27-item relative/carer-rating scale covering 7 ADL: managing finances, using transportation, taking precautions, self-care, housekeeping, communication and taking medicine. Cognitive assessment used 16 neuropsychological tests from the Japanese version of the WAIS-R and COGNISTAT, covering 9 cognitive domains: orientation, attention, episodic memory, semantic memory, language, visuoperceptual and construction abilities, computational ability, abstract thinking, and psychomotor speed.Results: Multiple regression analysis by the stepwise method indicated that functional competency could, for the most part, be predicted from test scores for orientation, abstract thinking and psychomotor speed.Discussion: The results of this study suggest that impairment of these three cognitive domains plays an important role in the functional deterioration of AD.

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Ring, Howard, James Howlett, Mark Pennington, Christopher Smith, Marcus Redley, Caroline Murphy, Roxanne Hook et al. "Training nurses in a competency framework to support adults with epilepsy and intellectual disability: the EpAID cluster RCT". Health Technology Assessment 22, n.º 10 (febrero de 2018): 1–104. http://dx.doi.org/10.3310/hta22100.

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BackgroundPeople with an intellectual (learning) disability (ID) and epilepsy have an increased seizure frequency, higher frequencies of multiple antiepileptic drug (AED) use and side effects, higher treatment costs, higher mortality rates and more behavioural problems than the rest of the population with epilepsy. The introduction of nurse-led care may lead to improvements in outcome for those with an ID and epilepsy; however, this has not been tested in a definitive clinical trial.ObjectiveTo determine whether or not ID nurses, using a competency framework developed to optimise nurse management of epilepsy in people with an ID, can cost-effectively improve clinical and quality-of-life outcomes in the management of epilepsy compared with treatment as usual.DesignCluster-randomised two-arm trial.SettingCommunity-based secondary care delivered by members of community ID teams.ParticipantsParticipants were adults aged 18–65 years with an ID and epilepsy under the care of a community ID team and had had at least one seizure in the 6 months before the trial.InterventionsThe experimental intervention was the Learning Disability Epilepsy Specialist Nurse Competency Framework. This provides guidelines describing a structure and goals to support the delivery of epilepsy care and management by ID-trained nurses.Main outcome measuresThe primary outcome was the seizure severity scale from the Epilepsy and Learning Disabilities Quality of Life questionnaire. Measures of mood, behaviour, AED side effects and carer strain were also collected. A cost–utility analysis was undertaken along with a qualitative examination of carers’ views of participants’ epilepsy management.ResultsIn total, 312 individuals were recruited into the study from 17 research clusters. Using an intention-to-treat analysis controlling for baseline individual-level and cluster-level variables there was no significant difference in seizure severity score between the two arms. Altogether, 238 complete cases were included in the non-imputed primary analysis. Analyses of the secondary outcomes revealed no significant differences between arms. A planned subgroup analysis identified a significant interaction between treatment arm and level of ID. There was a suggestion in those with mild to moderate ID that the competency framework may be associated with a small reduction in concerns over seizure severity (standard error 2.005, 95% confidence interval –0.554 to 7.307;p = 0.092). However, neither subgroup showed a significant intervention effect individually. Family members’ perceptions of nurses’ management depended on the professional status of the nurses, regardless of trial arm. Economic analysis suggested that the competency framework intervention was likely to be cost-effective, primarily because of a reduction in the costs of supporting participants compared with treatment as usual.LimitationsThe intervention could not be delivered blinded. Treatment as usual varied widely between the research sites.ConclusionsOverall, for adults with an ID and epilepsy, the framework conferred no clinical benefit compared with usual treatment. The economic analysis suggested that there may be a role for the framework in enhancing the cost-effectiveness of support for people with epilepsy and an ID. Future research could explore the specific value of the competency framework for those with a mild to moderate ID and the potential for greater long-term benefits arising from the continuing professional development element of the framework.Trial registrationCurrent Controlled Trials ISRCTN96895428.FundingThis trial was funded by the NIHR Health Technology Assessment programme and will be published in full inHealth Technology Assessment; Vol. 22, No. 10. See the NIHR Journals Library website for further project information.

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Dambal, Archana, Hemamalini Gururaj, Kiran R. Aithal, M. V. Kalasuramath Dharwad, Radhika Sherkhane, Savitri Siddanagoudra, Deepak R. Kanabur y Sameer Ahmed Mulla. "Delivering disability competencies of MCI's revised competency based curriculum at a medical university in North Karnataka". Medical Journal Armed Forces India 77 (febrero de 2021): S65—S72. http://dx.doi.org/10.1016/j.mjafi.2020.12.029.

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Mulhorn, Kristine. "Assessment of Aging and Disability Concentration in a Master’s Program". Innovation in Aging 4, Supplement_1 (1 de diciembre de 2020): 11–12. http://dx.doi.org/10.1093/geroni/igaa057.037.

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Abstract A concentration in aging and disability is an alternative concentration in our Master of Health Administration (MHA) program. Students to take both of their electives in this area as well as completing their residency in a post-acute care setting. To ensure students meet the learning objectives, the following assessment plan. First, a curricular map of the areas”” of competency within our program are outlined and then the content and areas of assessment are considered based on whether the competencies are “Introduced”, “Reinforced,” and “Mastered.” Next, the key assignments in each course within the concentration were aligned with the Program Objectives for the MHA Program. Another assessment strategy involves the competencies of the on-campus residency. A comparison of the competencies of the residency for those students who conducted their residency in the acute care setting to those competencies of the residency for the students who completed their residency in a post-acute setting. A final method for assessment is a review of the evaluations and the final paper for the residency. The residency is a capstone project in which students conduct analysis based on the operations management factors within the facility.

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Brown, Christopher y Athanasios (Sakis) Pappous. "“The Legacy Element . . . It Just Felt More Woolly”: Exploring the Reasons for the Decline in People With Disabilities’ Sport Participation in England 5 Years After the London 2012 Paralympic Games". Journal of Sport and Social Issues 42, n.º 5 (14 de junio de 2018): 343–68. http://dx.doi.org/10.1177/0193723518781237.

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This article explores why sports participation of people with disabilities in England has declined since the London 2012 Paralympic Games (LPG). Thirty semistructured interviews were conducted with staff employed in a variety of sports and disability-specific organizations. Our preliminary findings suggest that the decline is a result of a complex interplay between multiple factors. A competency gap and a lack of relevance between Paralympians and the rest of the community of people with disabilities might have limited the impact of the legacy. In addition, an absence of coordinated leveraging of the LPG, and a decline in the media coverage of disability sport in the aftermath of the LPG, might also have dulled the legacy. Finally, our data show that austerity and negative media coverage of people with disabilities deterred some people from participating in sport.

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Ju, Eun-Sol, Yo-Soon Bang y Min-Ji Hwang. "The Effects of Cognitive Program on Cognitive Function and Vocational Competency of an Individual with Intellectual Disability". Journal of the Korea Entertainment Industry Association 11, n.º 6 (31 de agosto de 2017): 255–67. http://dx.doi.org/10.21184/jkeia.2017.08.11.6.255.

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Reich, J. y W. Douglas Thompson. "DSM-III Personality Disorder Clusters in Three Populations". British Journal of Psychiatry 150, n.º 4 (abril de 1987): 471–75. http://dx.doi.org/10.1192/bjp.150.4.471.

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DSM-III personality disorder clusters had not previously been tested for their ability to distinguish between different population groups. A major obstacle - different demographic characteristics of different populations - was overcome by using logistic regression. Three out-patient psychiatric referral groups (chronic pain, disability applicants and competency to stand trial) provided subjects; adjustments were made for age, race, sex and education. The groups were significantly different in the adjusted prevalence of DSM-III personality disorder clusters. Clinical association between personality disorder and drug or alcohol abuse was again confirmed.

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Jeon, Ji Young y Hyunkyung Choi. "Factors influencing clinical nurses’ advocacy for people with disability". Journal of Korean Academic Society of Nursing Education 26, n.º 3 (31 de agosto de 2020): 269–80. http://dx.doi.org/10.5977/jkasne.2020.26.3.269.

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Purpose: Clinical nurses are the ideal health care providers to advocate for vulnerable and underserved populations such as people with disability. This study aimed to understand factors influencing nursing advocacy for people with disability among clinical nurses.Methods: The subjects of this study were 186 clinical nurses who were working in three hospitals in B and D cities. Self-report questionnaires were used to collect the data. Data were analyzed using IBM SPSS Statistics 25 with descriptive statistics, t-test, one-way ANOVA, Pearson’s correlation coefficients, and multiple regression analysis.Results: Clinical experience and esthetical nursing competency have positive correlations with nursing advocacy, and optimism-human rights has a negative correlation with nursing advocacy. Factors influencing nursing advocacy for people with disability were identified as patient directivity (β=0.36, p=.001), optimism-human rights (β=-0.18, p=.008) and clinical experience (≥10) (β=0.14, p=.036). The final model consisting of these factors explained 19% of the variance of nursing advocacy (F=14.99, p=.001).Conclusion: The findings of this study indicate the importance of developing and implementing nursing interventions that can improve patient directivity and optimism-human rights toward people with disability among clinical nurses. These nursing advocacy interventions can be provided as part of continuing education as well as the nursing curriculum.

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Watson, Karen. "‘We are all friends’: Disrupting friendship play discourses in inclusive early childhood education". Contemporary Issues in Early Childhood 20, n.º 3 (9 de mayo de 2018): 253–64. http://dx.doi.org/10.1177/1463949118772575.

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In early childhood education, playing with friends has long been considered developmentally appropriate and an indicator of a child’s growing social competency. ‘We are all friends’ is a familiar mantra heard in classrooms and playgrounds. For children with a diagnosed disability and their families, inclusive settings offer the promise of play experiences with children without a diagnosed disability. However, the expectation of building friendships and the opportunity to play with friends is not always realised. This article problematises and questions the way friendship play for children is discursively produced and normalised. For the most part, it remains unchallenged, leading to exclusions that are often overlooked. As the friendship play discourse is appreciated as legitimate and taken up by children, it produces a marginal Other. Examining data created during a six-month post-structural ethnography, the power of friendship play discourses comes into focus, making visible exclusionary effects that raise questions about the persistent and pervasive use of the statement ‘We are all friends’.

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Hwang, Min-Ji, Yo-Soon Bang, Bo-Young Son y Eun-Ju Oh. "Effect of Job Function Empowerment Program for Vocational Rehabilitation on Job Competency of Those With an Intellectual Disability". Journal of Korean Society of Occupational Therapy 25, n.º 4 (31 de diciembre de 2017): 45–60. http://dx.doi.org/10.14519/jksot.2017.25.4.04.

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Rahman, Rahbel, Gwyneth Kirkbride, Besa H. Bauta, Jessie Jabbour y Gina Maranaga. "Using Community-Based Participatory Research to Develop a Series of Core Competency Trainings Within a Developmental Disability Program". Journal of Social Service Research 44, n.º 4 (18 de junio de 2018): 448–58. http://dx.doi.org/10.1080/01488376.2018.1476295.

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Man, Joyce y Maria Kangas. "Best Practice Principles When Working With Individuals With Intellectual Disability and Comorbid Mental Health Concerns". Qualitative Health Research 30, n.º 4 (22 de julio de 2019): 560–71. http://dx.doi.org/10.1177/1049732319858326.

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Working with individuals with dual disabilities can be a complex process in the presence of limited evidence base to guide clinical practice. The aims of this qualitative study were to investigate perceptions of best practices of Australian psychologists who work with this specialist population. Thirty-eight Australian psychologists working in the intellectual disability field participated in eight semistructured focus groups. Perceptions of evidence-based practice for individuals with intellectual disabilities and in relation to mental health assessment were explored. Psychologists demonstrated resourcefulness in adapting to limits in available evidence-based practice and in modifying mainstream practice to suit the needs of individuals with dual disabilities. Findings suggest the necessity of practice-based evidence in contributing to the evidence base, and person-centered approaches in relation to best practice for people with intellectual disabilities. Implications for strengthening psychologists’ clinical competency and bridging the research and practice gap are discussed.

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Suwardianto, Heru y Vitaria Wahyu Astuti. "Kompetensi Pengkajian Primary Survey dengan Pendekatan Metode Journal Sharing Of Critical Care (JSCC) pada Mahasiswa Profesi Ners". (JKG) JURNAL KEPERAWATAN GLOBAL 5, n.º 2 (22 de diciembre de 2020): 74–81. http://dx.doi.org/10.37341/jkg.v5i2.111.

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Background: Primary Survey is important to be achieved by nursing students in carrying out early detection of critical patient conditions. Innovation of learning methods is a challenge for teachers to improve the quality of student competencies. The research objective is the Primary Survey critical nursing competency with the method of journal sharing of critical care (JSCC) approach to nursing professional students. Methods: The research design is descriptive analytic. The study population was all professional students in 2020. The research sample was professional students in 2020 using total sampling. The size of the study sample was 39 respondents with the inclusion of students who had completed the medical surgical nursing profession and followed the critical nursing profession to completion. Primary Survey independent variable. Data were collected using a questionnaire and analyzed using data frequency distribution. Results: Showed that the most respondents had primary survey critical nursing competency values obtained good value on the airway assessment of 53.8 respondents, breathing assessment of 56.4% of respondents, Circulation assessment of 61.5% of respondents, Disability assessment of 56.4 % of respondents, and Exprosure Assessment by 59% of respondents. Conclusion: The implementation of learning methods for journal sharing of critical care has a positive impact on student competencies to carry out primary survey assessments and produce good student competencies. It is not only the learning process that supports a competency but also the ability of students to follow the learning method.

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Mai, Dac, Tiffani Howell, Pree Benton y Pauleen C. Bennett. "Raising an Assistance Dog Puppy—Stakeholder Perspectives on What Helps and What Hinders". Animals 10, n.º 1 (13 de enero de 2020): 128. http://dx.doi.org/10.3390/ani10010128.

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Assistance dog puppies live with their raisers for up to 16 months before entering advanced training and, hopefully, becoming qualified to help people with a disability. Almost half of the puppies fail to meet the behavioural standards required for assistance dogs, and some puppy raisers produce more behaviourally favourable puppies than others. It is unclear what factors influence puppy-raising practice quality. To understand this, we interviewed 17 participants, including experienced puppy raisers (n = 8), provider organisation staff (n = 4), and those who have served both as puppy raisers and staff (n = 5). Results of a thematic analysis suggest three groups of influencing factors, namely intrapersonal factors, social support, and puppy characteristics. Intrapersonal factors such as expectations, competency, perseverance and passion were reported to influence puppy raisers’ experiences, puppy-raising quality, and continuity of service. Contextual factors such as availability of social support (informational and emotional supports) and less-demanding puppies both led to positive puppy-raising experiences, while the former also contributed to puppy raisers’ perceptions of competency. Future research should quantitatively examine the interrelationships of these factors concerning puppies’ behavioural development. Meanwhile, organisations could consider these factors when developing their recruitment and puppy-raiser support programs.

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Mazuritskiy, M. I., S. A. Safontsev, B. G. Konoplev y A. M. Boldyreva. "Remote Access to Scientific Laboratory Equipment and Competency-Based Approach to Science and Technology Education". International Journal of Information and Communication Technology Education 10, n.º 3 (julio de 2014): 19–33. http://dx.doi.org/10.4018/ijicte.2014070102.

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This article describes the competency-based approach to e-learning education that utilizes remote access to the laboratory equipment. The main focus of the paper is the structure and design of the e-learning system used in the Southern Federal University (Russia). The article discusses the related pedagogical strategies and presents system's features in the context of the education for skilled workers. This approach uses access to the scientific and technology laboratory equipment either for provisioning of the individualized educational programs or to enable the students who are unable to attend a conventional laboratory for a variety of reasons, such as disability, and part-time study to conduct the experimental work. It will be shown that the experimental work involving the modern scientific equipment is an important aspect of the learning process in the areas of material science and nanotechnology. The learning strategy is the reverse of that used in the traditional approach. The authors suggest to start with the introduction to the practical applications of science and technology relevant to the current job market, and study the general laws and theoretical principles afterwards, to deepen understanding and achieve the educational goals.

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Nur Indriasari, Fika, Linda Widyarani y Prima Daniyati Kusuma. "PENGARUH PEMBERIAN TERAPI BERMAIN TERHADAP PEMBELAJARAN MITIGASI BENCANA PADA ANAK AUTIS BERBASIS DISASTER NURSING COMPETENCY". MEDIA ILMU KESEHATAN 7, n.º 3 (17 de noviembre de 2019): 206–12. http://dx.doi.org/10.30989/mik.v7i3.242.

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Background: A powerful earthquake in Yogyakarta, causing major damage and many deaths. Children with autism are more vulnerable and have a greater risk of earthquake because they are have an intellectual, social and verbal disability to safe life independently. Objective: This research discussed the influence of play therapy on learning of disaster mitigation for children with autism. Method: This research used qualitative descriptive design and consider a sample of 30 children with autism in SLB N Pembina Yogyakarta. Play therapy in this research use drawing and coloring methods, also watching video about disaster preparedness. Results: Play therapy could effectively be applied as earthquake mitigation lesson to children with autism in SLB N Pembina Yogyakarta. Before interventions, there were 2 children (7%) able to draw on actions when an earthquake occurred, and increased to 19 children (63,33%) after interventions. Conclusion: Play therapy could be effectively applied to children with autism as earthquake disaster mitigation showed by an increase of children’s drawing and coloring ability on actions when an earthquake occurred for as much as 56,33%. Keyword: Children with autism, mitigation ability, play therapy

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Indriasari, Fika Nur, Linda Widyarani y Prima Daniyati Kusuma. "PENGARUH PEMBERIAN TERAPI BERMAIN TERHADAP PEMBELAJARAN MITIGASI BENCANA PADA ANAK AUTIS BERBASIS DISASTER NURSING COMPETENCY". Media Ilmu Kesehatan 7, n.º 3 (29 de enero de 2019): 206–12. http://dx.doi.org/10.30989/mik.v7i3.300.

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Background: A powerful earthquake in Yogyakarta, causing major damage and many deaths. Children with autism are more vulnerable and have a greater risk of earthquake because they are have an intellectual, social and verbal disability to safe life independently. Objective: This research discussed the influence of play therapy on learning of disaster mitigation for children with autism. Method: This research used qualitative descriptive design and consider a sample of 30 children with autism in SLB N Pembina Yogyakarta. Play therapy in this research use drawing and coloring methods, also watching video about disaster preparedness. Results: Play therapy could effectively be applied as earthquake mitigation lesson to children with autism in SLB N Pembina Yogyakarta. Before interventions, there were 2 children (7%) able to draw on actions when an earthquake occurred, and increased to 19 children (63,33%) after interventions. Conclusion: Play therapy could be effectively applied to children with autism as earthquake disaster mitigation showed by an increase of children’s drawing and coloring ability on actions when an earthquake occurred for as much as 56,33%. Keyword: Children with autism, mitigation ability, play therapy

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Daniels, Ramon, Erik van Rossum, Silke Metzelthin, Walther Sipers, Herbert Habets, Sjoerd Hobma, Wim van den Heuvel y Luc de Witte. "A disability prevention programme for community-dwelling frail older persons". Clinical Rehabilitation 25, n.º 11 (17 de agosto de 2011): 963–74. http://dx.doi.org/10.1177/0269215511410728.

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This series of articles for rehabilitation in practice aims to cover a knowledge element of the rehabilitation medicine curriculum. Nevertheless they are intended to be of interest to a multidisciplinary audience. The competency addressed in this article is ‘The trainee consistent demonstrates a knowledge of how evidence based methods and strategies can be incorporated in an integral and multidisciplinary programme for community-dwelling frail elderly.’ Abstract Objective: To describe and justify a primary care interdisciplinary programme for community-dwelling frail older people aimed to prevent disability. Background: Disability is a negative outcome of frailty among older persons. Policy reports and research studies emphasize the need for programmes to reduce disability progression. Between 2008 and 2010 we developed such a programme. Development: Following the Intervention Mapping protocol, a research team and a multidisciplinary professional developed the programme. Literature reviews and an expert meeting led to identification of basic elements, theory-based methods and practical tools. The programme: The general practitioner and the practice nurse comprise the core team that can be extended by other professionals such as occupational and physical therapist. The programme includes six steps: (1) screening, (2) assessment, (3) analysis and preliminary action plan, (4) agreement on an action plan, (5) execution of the action plan (toolbox parts) and (6) evaluation and follow-up. The main features are: identifying risks for developing disability and targeting risk factors using professional standards and the 5A Behavioural Change Model to support self management, and identifying problems in performing activities and enhancing meaningful activities based on the Model of Human Occupation. Screening, individual assessment, tailor-made and client-centred care, self-management support, case management and interdisciplinary cooperation are important principles in delivering the programme. Discussion: The disability-prevention programme seems promising for addressing the needs of frail older people for independent living and for targeting risk factors. Its feasibility and effects are currently being tested in a randomized controlled trial.

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Hwang, Min-Ji, Yo-Soon Bang, Bo-Young Son y Eun-Ju Oh. "Effects of Task-Oriented Vocational Rehabilitation Program on Hand Function and Job Competency and Generalization for People With Intellectual Disability". Journal of Korean Society of Occupational Therapy 25, n.º 1 (31 de marzo de 2017): 19–32. http://dx.doi.org/10.14519/jksot.2017.25.1.02.

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