What happens next? A 2‐year follow‐up study into the outcomes and experiences of an adapted Dialectical Behaviour Therapy skills training group for people with intellectual disabilities

2019 ◽  
Vol 47 (2) ◽  
pp. 126-133 ◽  
Author(s):  
Olivia Hewitt ◽  
Katherine Atkinson‐Jones ◽  
Hannah Gregory ◽  
Jonathan Hollyman
Keyword(s):  
Intellectual Disabilities ◽  
Training Group ◽  
Skills Training ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Follow Up Study ◽  
People With Intellectual Disabilities ◽  
Skills Training Group

Living Through Distress: A Skills Training Group for Reducing Deliberate Self-Harm

2012 ◽  
Vol 42 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Richard Booth ◽  
Karen Keogh ◽  
Jillian Doyle ◽  
Tara Owens
Keyword(s):  
Distress Tolerance ◽  
Controlled Trial ◽  
Training Group ◽  
Skills Training ◽  
Behaviour Therapy ◽  
Deliberate Self Harm ◽  
Self Harm ◽  
Skills Training Group ◽  
Group Skills

Background: Dialectical Behaviour Therapy (DBT) is an evidence-based treatment effective in reducing deliberate self-harm. However, DBT is resource and time intensive, and few services are able to sustain a programme faithful to all aspects. Thus, modified or adapted versions of DBT have been developed, particularly for delivery in inpatient hospital settings. Aims: This study presents a description of the “Living Through Distress” (LTD) Group, which is based on the group skills training component of DBT. Method: Participants (n = 114) were patients of a psychiatric hospital who attended the LTD group. The main inclusion criterion for the LTD group was a history of deliberate self-harm. The outcome measures were frequency of incidents of deliberate self-harm, levels of distress tolerance, and mean numbers of bed days per year. Results: Upon completion of the group, there were significant reductions in participants’ reports of deliberate self-harm and significant increases in their distress tolerance levels, which were maintained at 3-month follow-up. There was also a reduction in participants’ mean number of inpatient days at 1-year and 2-year follow-up. Over 50% of participants had no admissions in the year subsequent to completing the group. Conclusions: As this study was not a randomized controlled trial, results must be interpreted with caution. However, the findings presented here are promising, and suggest that a briefer, less resource intense version of the group skills training component of DBT may be effective in reducing deliberate self-harm.

Adapted dialectical behaviour therapy skills group service evaluation

2021 ◽  
Vol 15 (1) ◽  
pp. 1-7
Author(s):  
Robert John Searle ◽  
Ianiv Borseti
Keyword(s):  
Intellectual Disability ◽  
Psychological Intervention ◽  
Training Group ◽  
Skills Training ◽  
Well Being ◽  
Service Evaluation ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Content Type ◽  
Friedman Analysis

Purpose The purpose of this paper is to determine the effectiveness of an adapted dialectical behaviour therapy (DBT) treatment programme for individuals with an intellectual disability, via completion of a service evaluation. Design/methodology/approach Outcome measurements were competed at pre-, post- and 12 months follow-up, and the effectiveness of the intervention was assessed using a Friedman analysis. Findings Findings demonstrated that the treatment group showed significant differences in their “psychological distress” scores, but no significant differences were found in their “psychological well-being”, “anxiety” or “quality of life” (WHO-QOL) scores over time. Originality/value Overall, the current study adds to the small but growing literature that supports using the skills training group part of DBT as a stand-alone psychological intervention when working with people with an intellectual disability.

Training Quantity–Number Competencies in Students With Intellectual Disabilities

2012 ◽  
Vol 11 (2) ◽  
pp. 128-142 ◽  
Author(s):  
Jan Kuhl ◽  
Daniel Sinner ◽  
Marco Ennemoser
Keyword(s):  
Intellectual Disabilities ◽  
Training Group ◽  
Skills Training ◽  
Developmental Model ◽  
Control Group ◽  
Systematic Instruction ◽  
Experimental Conditions ◽  
Mathematics Competence ◽  
Students With Intellectual Disabilities

Literature reviews offer evidence for using systematic instruction to teach students with intellectual disabilities in mathematics. A new approach in teaching mathematical skills is to provide quantity–number competencies (QNC). However, this approach has not yet been examined in people with intellectual disabilities.The objective of this study was to evaluate the effects of a QNC training based on the developmental model by Krajewski (2008) in students with intellectual disabilities.Based on their cognitive and mathematical abilities, 25 children with intellectual disabilities were assigned to one of two experimental conditions. The training group received a QNC training, whereas the control group received a language skills training.The posttest findings indicate that the gains in mathematics competence in the QNC training group were substantially larger than in the control condition. However, the QNC training group could not keep up their advancement of competency until to the follow-up conducted 3 months afterwards.

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