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21. Alcohol interventions in secondary and further education

education. 1.1.4 When planning alcohol education: ensure it is appropriate for age and maturity and aims to minimise the risk of any unintended adverse consequences (see recommendation 1.2.1). tailor it to take account of each pupil's learning needs and abilities tailor it to the group's knowledge and perceptions of alcohol and alcohol use take into account that those aged 18 and over can legally buy alcohol. 1.1.5 Think about how to adapt alcohol education for pupils with special educational needs (...) and disabilities so that it is tailored to the pupil's learning needs, abilities and maturity (see chapter 6 of the Department for Education's SEND code of practice: 0 to 25 years). T o find out why the committee made the recommendations on planning alcohol education content and how they might affect practice, see rationale and impact. Confidentiality and safeguarding Confidentiality and safeguarding 1.1.6 Ensure all involved in giving the alcohol education sessions are aware of the school's process

2019 National Institute for Health and Clinical Excellence - Clinical Guidelines

22. Assessment of progress in education for children and youth with disabilities in Afghanistan: A multilevel analysis of repeated cross-sectional surveys. Full Text available with Trip Pro

Assessment of progress in education for children and youth with disabilities in Afghanistan: A multilevel analysis of repeated cross-sectional surveys. Recent study shows that 617 million children and adolescents-or six out of 10 globally- are not acquiring minimum levels in literacy and mathematics, indicating the magnitude of the learning acquisition problem. For children with disabilities in context of conflict, the situation is arguably even worse: the literature shows that they face (...) difficulties to access the education system due to multiple barriers, and when they do access, they are not learning. Our paper examines if an active education policy promoting inclusion since 2005 in Afghanistan, a protracted crisis context, has been effective. Using two cross sectional household surveys carried out eight years apart (2005-2013), our study shows that access to school and literacy did not improve between 2005 and 2013 for children and youth with disabilities. Both access and literacy

2019 PLoS ONE

23. Education level and incident functional disability in elderly Japanese: The Ohsaki Cohort 2006 study. Full Text available with Trip Pro

Education level and incident functional disability in elderly Japanese: The Ohsaki Cohort 2006 study. As the factors that link education level with incident functional disability in elderly Japanese have never been investigated, the present study investigated this issue in an elderly Japanese population. A 9-year prospective cohort study (2006-2015) was conducted among 8,680 Japanese individuals (≥65 years), Ohsaki city, Japan. In a baseline survey, we collected data on education level (...) and potential mediators. Data on incident functional disability were retrieved from the Long-term Care Insurance database. The Cox proportional hazards model was used to estimate the hazard ratios (HRs) and 95% confidence intervals (CIs) for incident functional disability by education level (below upper-secondary education (reference), and upper secondary education and above). Mediating effects were estimated using accelerated failure time model and a logistic regression model. During 9-year follow-up

2019 PLoS ONE

24. Effects of Biopsychosocial Education on the Clinical Judgments of Medical Students and GP Trainees Regarding Future Risk of Disability in Chronic Lower Back Pain: A Randomized Control Trial. (Abstract)

, pain-related attitudes and beliefs, and judgment weighting of psychologically based cues; results are discussed in light of existing theory and research.Short flags approach-based educational video interventions on clinical judgment-making regarding the risk of future disability of CLBP patients may provide opportunities to gain biopsychosocial knowledge, overcome associated attitude barriers, and facilitate development of clinical judgment-making more aligned with psychological cues.© 2019 (...) Effects of Biopsychosocial Education on the Clinical Judgments of Medical Students and GP Trainees Regarding Future Risk of Disability in Chronic Lower Back Pain: A Randomized Control Trial. Chronic lower back pain (CLBP) is a major health care burden and often results in workplace absenteeism. It is a priority for appropriate management of CLBP to get individuals back to work as early as possible. Interventions informed by the flags approach, which integrates cognitive and behavioral

2020 Pain Medicine

25. Developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder and intellectual disability: a two-year interim report of a randomized single-blind multicenter controlled trial. Full Text available with Trip Pro

Developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder and intellectual disability: a two-year interim report of a randomized single-blind multicenter controlled trial. Children with autism spectrum disorder (ASD) and moderate to severe intellectual disability (ID) face many challenges. There is little evidence-based research into educational settings for children with ID and ASD and in France. Little is known about how this unserved population (...) could benefit from intervention and education. This study assessed the feasibility and efficacy of a new intervention model using an individualized educational approach.We conducted a randomized, single-blind controlled trial to assess a novel intervention: the "Developmental and Sequenced One-to-One Intervention (DS1-EI)". In DS1-EI, trained teachers worked one-to-one with each child in a small classroom setting, offering 10 h per week of the intervention. The focus was on encouraging spontaneous

2020 BMC Pediatrics

26. Oral health education (advice and training) for people with serious mental illness. Full Text available with Trip Pro

Oral health education (advice and training) for people with serious mental illness. People with serious mental illness not only experience an erosion of functioning in day-to-day life over a protracted period of time, but evidence also suggests that they have a greater risk of experiencing oral disease and greater oral treatment needs than the general population. Poor oral hygiene has been linked to coronary heart disease, diabetes, and respiratory disease and impacts on quality of life (...) , affecting everyday functioning such as eating, comfort, appearance, social acceptance, and self esteem. Oral health, however, is often not seen as a priority in people suffering with serious mental illness.To review the effects of oral health education (advice and training) with or without monitoring for people with serious mental illness.We searched the Cochrane Schizophrenia Group's Trials Register (5 November 2015), which is based on regular searches of MEDLINE, EMBASE, CINAHL, BIOSIS, AMED, PubMed

2016 Cochrane

27. Use of cognitive correction training improves learning for children with mathematics learning disability. (Abstract)

Use of cognitive correction training improves learning for children with mathematics learning disability. Children with normal intelligence may experience varying degrees of mathematics learning disabilities (MD). This study aims to conduct training to improve the brain's cognitive ability for mathematics learning by focusing on two important mathematical cognitive abilities. This was a prospective study of 70 children in grades 2-5 from two primary schools in Changzhou and with MD enrolled (...) from June 2015 to February 2017. The children were randomized 1:1 to the training and control groups. A training cycle included 40 sessions (5/weeks) (30 min each session). The efficacy of learning was assessed by assessing number learning and graph reasoning, and by using the Raven standard reasoning test score. In the training group, backward number memory (from 6.1 ± 1.8 to 6.7 ± 1.3, P = 0.02), number sequential connection (from 54.4 ± 14.5 to 47.1 ± 12.1, P < 0.01), and rapid graph judgment

2019 Applied neuropsychology. Child Controlled trial quality: uncertain

28. Preventing falls in people with learning disabilities

Preventing falls in people with learning disabilities Preventing falls in people with learning disabilities - GOV.UK GOV.UK uses cookies to make the site simpler. Accept cookies You’ve accepted all cookies. You can at any time. Hide Search Guidance Preventing falls in people with learning disabilities To help public health, health professionals, paid social care staff and family members to prevent falls in people with learning disabilities. Published 19 August 2019 From: Documents HTML If you (...) use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email . Please tell us what format you need. It will help us if you say what assistive technology you use. Details This guide contains information to help staff in public health, health services and social care to prevent falls in people with learning disabilities. It is also intended to help falls prevention services to provide support that is accessible to people

2019 Public Health England

29. Oral care and people with learning disabilities

Oral care and people with learning disabilities Oral care and people with learning disabilities - GOV.UK GOV.UK uses cookies which are essential for the site to work. We also use non-essential cookies to help us improve government digital services. Any data collected is anonymised. By continuing to use this site, you agree to our use of cookies. Accept cookies You’ve accepted all cookies. You can at any time. Hide Search Guidance Oral care and people with learning disabilities To help health (...) professionals, paid social care staff and family members to support someone with learning disabilities to get good oral care. Published 6 March 2019 Last updated 19 November 2019 — From: Documents Ref: PHE publications gateway number: GW-198 HTML Ref: PHE publications gateway number: GW-198 If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email . Please tell us what format you need. It will help us if you say what assistive

2019 Public Health England

30. Oral care and people with learning disabilities

and improved knowledge and self-care . Well Connected delivers the oral-health education and training package to people with learning disabilities to enable them to become dental ambassadors and share key oral health messages with others. This might be in education and residential settings, workplaces, advocacy groups as well as with friends and family. The training is delivered by 2 members of the Well Connected team, an oral health educator and a community engagement specialist, usually over 5-6 weeks (...) people. This might include making practical adjustments to the environment or changes in the process. This guidance signposts resources that can be used to support people with learning disabilities with their oral care. There are strategies that can be used to help reduce anxiety and better prepare people for dental treatment, such as desensitisation. There is a need for training and education for people with learning disabilities, their family carers and supporters and dental professionals

2019 Public Health England

31. Psychotropic drugs and people with learning disabilities or autism

Psychotropic drugs and people with learning disabilities or autism Psychotropic drugs and people with learning disabilities or autism: executive summary - GOV.UK GOV.UK uses cookies to make the site simpler. Accept cookies You’ve accepted all cookies. You can at any time. Hide Search Guidance Psychotropic drugs and people with learning disabilities or autism: executive summary Published 22 March 2019 Contents © Crown copyright 2019 This publication is licensed under the terms of the Open (...) Government Licence v3.0 except where otherwise stated. To view this licence, visit or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: . Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication is available at https://www.gov.uk/government/publications/psychotropic-drugs-and-people-with-learning-disabilities-or-autism/psychotropic-drugs-and-people-with-learning

2019 Public Health England

32. Provision for people with a known or suspected learning disability, autism or both

Provision for people with a known or suspected learning disability, autism or both NHS England » Provision for people with a known or suspected learning disability, autism or both Search Search Menu Provision for people with a known or suspected learning disability, autism or both Document first published: 22 January 2020 Page updated: 22 January 2020 Topic: Publication type: Document PDF 432 KB 22 pages

2020 NHS England

33. Psychotropic medicines in people with learning disabilities whose behaviour challenges

Psychotropic medicines in people with learning disabilities whose behaviour challenges Psy Psychotropic medicines in people with learning chotropic medicines in people with learning disabilities whose beha disabilities whose behaviour challenges viour challenges Key therapeutic topic Published: 16 January 2017 nice.org.uk/guidance/ktt19 pathways K Ke ey points y points There is evidence of widespread prescribing of psychotropic medicines (antipsychotics, antidepressants and hypnotics (...) ) for people with learning disabilities, many of whom do not have relevant indications recorded for the psychotropic medicines they are prescribed. The use of most psychotropic medicines to manage challenging behaviour in people with learning disabilities is an off-label [1] use of a licensed medicine. People with learning disabilities may benefit from referral to a learning disability team for specialist review to minimise the use of psychotropic medicines. Antipsychotic medication should only

2017 National Institute for Health and Clinical Excellence - Advice

34. Examining the Effects of Prenatal Education

recent high-quality review found that home-based education and training programs for pregnant women with intellectual disabilities improved their childcare skills and ability to identify dangers for their infants.(17) One recent high-quality review found that providing women at risk of delivering low-birthweight babies with additional supports resulted in a significant reduction in caesarean sections and hospital admissions.(18) Types of additional support included one-on-one emotional support (e.g (...) The interventions included home-based individual training programs focusing on teaching infant and child-care skills, maternal-child interactions, maternal social skills, and how to manage home dangers and accidents. One study had a group intervention aimed at improving the parent-child interaction. There is evidence that parental education can improve the level of care provided by parents with intellectual disability. Parents could identify dangers and precautions more efficiently. However, the differences

2020 McMaster Health Forum

35. Blended-Learning Pain Neuroscience Education for People With Chronic Spinal Pain: Randomized Controlled Multicenter Trial Full Text available with Trip Pro

Blended-Learning Pain Neuroscience Education for People With Chronic Spinal Pain: Randomized Controlled Multicenter Trial Available evidence favors the use of pain neuroscience education (PNE) in patients with chronic pain. However, PNE trials are often limited to small sample sizes and, despite the current digital era, the effects of blended-learning PNE (ie, the combination of online digital media with traditional educational methods) have not yet been investigated.The study objective (...) was to examine whether blended-learning PNE is able to improve disability, catastrophizing, kinesiophobia, and illness perceptions.This study was a 2-center, triple-blind randomized controlled trial (participants, statistician, and outcome assessor were masked).The study took place at university hospitals in Ghent and Brussels, Belgium.Participants were 120 people with nonspecific chronic spinal pain (ie, chronic neck pain and low back pain).The intervention was 3 sessions of PNE or biomedically focused back

2018 EvidenceUpdates

36. Research training, education and its effects to reduce disability in patients with chronic lombalgia (low back pain): a systematic review with meta-analysis

Research training, education and its effects to reduce disability in patients with chronic lombalgia (low back pain): a systematic review with meta-analysis Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. The registrant confirms that the information supplied for this submission is accurate and complete. CRD bears no responsibility or liability for the content

2019 PROSPERO

37. Identifying the effects of education on the ability to cope with a disability among individuals with disabilities. Full Text available with Trip Pro

educated individuals with a disability indeed had higher levels of both economic and social coping. To some extent, having more knowledge of public support systems and higher motivation explained the better coping among the group of individuals with disabilities who were educated. Our results indicated, however, that a large part of the effect of education on the ability to cope with a disability among individuals with disabilities was suggestive of a causal relationship. (...) Identifying the effects of education on the ability to cope with a disability among individuals with disabilities. The literature on disability has suggested that an educated individual with a disability is more likely to better cope with her/his disability than those without education. However, few published studies explore whether the relationship between education and ability to cope with a disability is anything more than an association. Using data on disability and accommodation from

2017 PLoS ONE

38. Accessible mathematics videos for non-disabled students in primary education. Full Text available with Trip Pro

Accessible mathematics videos for non-disabled students in primary education. Our work applies Universal Design criteria for producing and using Mathematics videos for primary education students, at a time when many countries are shifting towards inclusive education policies. We have focused on how the accessibility criteria used for students with visual impairments might affect non-disabled students. For this, we reviewed applicable Universal Design principles as well as best practices (...) in multimedia learning. We took into account the roles, procedures, tools and standards involved in the multimedia lifecycle. We then undertook an experiment consisting of producing two videos about prime numbers with the same pedagogical contents; one video was accessible for students with visual impairments and the other one was not accessible to them. We conducted a trial in real world school settings with 228 non-disabled children, who were randomly assigned a version, either accessible

2018 PLoS ONE

39. Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare? Full Text available with Trip Pro

Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare? Creating access to curricula at institutions of higher education for students with disabilities requires a concerted effort from management and other key stakeholders to identify students' needs and create opportunities for success.This paper presents the findings of a study which examined students with disabilities' access to curricula at a higher education (...) . These inconsistencies are discussed under the following themes: (1) access at admission level, (2) management of disability data, (3) support by the special education unit, (4) teaching strategies, (5) support by lecturers, (6) availability of assistive technology, (7) special concessions and (8) students' coping mechanisms.We recommend that a clear policy concerning the support of students with disabilities be developed with the following aims: guide decisions on how disability data should be used, define roles

2017 African journal of disability

40. Dignity in health care for people with learning disabilities

Dignity in health care for people with learning disabilities Dignity in health care for people with learning disabilities | Royal College of Nursing arrow_up-blue blog branches consultations events facebook-icon facebook-icon2 factsheet forum-icon forum hands key link location lock mail measure menu_plus news pdf pdf2 phone policies publications related search share subjectguide twitter-icon word instagram-icon youtube-icon We use cookies to ensure that we give you the best experience on our (...) website. Continue submit Membership Employment & Pay Professional Development Clinical Get Involved Get Help News & Events About Quick links × × × × × × × × × submit Dignity in health care for people with learning disabilities You are here: / / / Dignity in health care for people with learning disabilities Published: 18/12/2017 Publication code: 006605 Please select This guidance, developed by the Royal College of Nursing Learning Disability Nursing Forum, aims to improve dignity in health care

2018 Royal College of Nursing

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