Search results

The purpose of this paper is to present data about the experiences of adults with learning disabilities during the COVID-19 pandemic across the UK.

Interviews were conducted with 609 adults with learning disabilities. Family carers and support staff of another 351 adults with learning disabilities completed a proxy online survey. The data were collected between December 2020 and February 2021 and concerned both worries/negatives and anything positive that had happened because of the COVID-19 pandemic.

Social isolation was the most commonly reported worry/negative for adults with learning disabilities, with other frequently reported worries/negatives including: changes to/loss of routine; loss of support/services; and decreased health/well-being/fitness. A large proportion of participants indicated that nothing positive had happened because of COVID-19, but some positives were reported, including: digital inclusion; more time spent with important people; improved health/well-being/fitness; and, a slower pace of life.

Future pandemic planning must ensure that adults with learning disabilities are supported to maintain social contact with the people who matter to them and to support their health and well-being (including maintaining access to essential services and activities). Some adults with learning disabilities may benefit from additional support to improve their digital confidence and access. This may in turn enable them to maintain contact with family, friends and support services/activities.

This is the largest study about the experiences of adults with learning disabilities during the COVID-19 pandemic in the UK. The authors primarily collected data directly from adults with learning disabilities and worked with partner organisations of people with learning disabilities throughout the study.

This paper aims to present data about access to and use of health and social care services by adults with learning disabilities during the COVID-19 pandemic in England, Northern Ireland, Scotland and Wales.

Data were collected in three waves between December 2020 and September 2021 and concerned the use of health and social care services during the COVID-19 pandemic. Data were collected at one or more time-points directly from 694 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 447 adults with learning disabilities.

Many people with learning disabilities who reported regularly accessing services/supports pre-pandemic were not receiving them during the timeframe of this study. There were indications of increasing access to some services and supports between Wave 2 and 3, but this was not universal.

People in Cohort 2, who were likely to have severe/profound learning disabilities, were less frequently reported to access online community activities than people in Cohort 1, which is likely to exacerbate existing social isolation for this cohort and their family carers. Service providers should seek to ensure equitable access to services and activities for all people with learning disabilities in the event of future lockdowns or pandemics.

This is the largest longitudinal study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. We primarily collected data directly from adults with learning disabilities and worked with partner organisations of people with learning disabilities and family members throughout the study.

This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales.

Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020.

Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services.

Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020.

This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study.

This chapter analyzes a geographic quasi-experiment embedded in a cluster-randomized experiment in Honduras. In the experiment, average treatment effects of conditional cash transfers on school enrollment and child labor were large – especially in the poorest experimental blocks – and could be generalized to a policy-relevant population given the original sample selection criteria. In contrast, the geographic quasi-experiment yielded point estimates that, for two of three dependent variables, were attenuated. A judicious policy analyst without access to the experimental results might have provided misleading advice based on the magnitude of point estimates. We assessed two main explanations for the difference in point estimates, related to external and internal validity.

The term reformism has been in frequent use by leftist critics who have seen reform as the biggest enemy of the revolution. If the capitalist system were proved to be in danger of collapsing under its own weight, then intervention by the “bourgeois” state to reform the system and to make concessions to, say, labour, then the system would continue essentially unchanged. Examples of reformism are, therefore, free elementary and secondary education for all, the welfare state generally, trade union legislation permitting collective bargaining and so on. The main philosophical ideologist of such reformist strategy was originally John Stuart Mill, simultaneously a classical economist and utilitarian and proponent of reformist tendencies and government intervention. The term reformism is also applied to the political process whereby socialism might be implemented through parliamentary means. The working-class interest could be introduced into a parliamentary system via the electoral process and lead to reform progressively that would result in steps or increments to a socialist society. This was very much the view of Sidney and Beatrice Webb and their Fabian followers in the Britain. One of the main opponents of reform or social reform, as she put it, was Rosa Luxemburg who saw such a process as leading to the death knell of the German socialism and, by extension, of socialism everywhere (Howard, 1971, p. 52).

This chapter investigates whether earnings management activities increase the likelihood of receiving a qualified audit report. We have carried out this study with a sample of Spanish companies for the period 2001–2009. Previous research on the issue is not only scarce but also suffers from methodological pitfalls. In all cases, researchers have followed a matched sample approach without considering the implications of such approach for the statistical analysis. Despite its great popularity among researchers in accounting, the use of matched-based sampling is susceptible to produce technical errors in the statistical analysis. The main problem consists in the generalization of results obtained with a nonrandom sample to the whole population of firms. Our results do not show a significant relationship between EM and qualified audit reports. We have also addressed whether the international financial crisis has affected our results and concluded that Spanish companies seem to have used EM during the crisis to push down earnings, probably expecting to take advantage of the positive earnings surprises during the postcrisis period. Nevertheless, the financial crisis has not changed the nature of the EM-qualified opinions relationship.

The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March and amp; Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning with three African-American ninth-grade males identified with emotional and behavioral disorders. A concurrent baseline across participants design was used to evaluate participants’ performance on academic planning and behavior. Results indicate that the combination of social skill instruction and academic planning with the CICO mentoring program improved participants’ academic planning and behavior.

This study used a concurrent multiple baseline across participants design to determine the effect of the CICO mentoring program. CICO was combined with academic planning and social skills training to determine the effect on the DRC scores and the student’s educational success skills. This study included three phases: baseline, intervention (which included academic planning, social skills training and CICO) and maintenance.

All of the participants were below 50 per cent during baseline for points earned on the daily report card and the execution of steps for academic planning. During intervention, all of the participants had an increase in level and trend for both skills. Participants were able to maintain the skills two weeks after intervention.

This study has several limitations. First, the study was conducted in an urban setting; therefore, it cannot be generalized to other geographical populations, such as rural or suburban students. Second, the study is not generalizable to self-contained settings, resource rooms or other school environments. Third, the use of DRC data, as opposed to direct observations of behavior, is a strong limitation. Consequently, it is possible that improvements in DRC scores were because of changes in teacher perceptions rather than actual changes in student behavior.

The study presents several implications for future studies. First, researchers could investigate different service-level settings (e.g. self-contained or resource) and different settings (e.g. suburban or rural). Second, researchers could focus on varied populations that are targeted for inappropriate behavior or academic difficulties such as English Language Learners. Researchers could also examine the effects of tutoring with CICO and investigate if mentoring is generalizable to community settings.

Social validity outcomes from students, parents and classroom teachers who participated this study were positive. Although social validity measures do not add to data for our dependent variables, it is important to consider perceptions from our stakeholders. Students indicated that they found daily mentoring sessions helpful and beneficial. Based on student perceptions and performance and teacher feedback, components of CICO were effective in reducing disruptive behavior of African-American males at the high school level.

Not only does the study focus on African-American males in high school, but also contributes to the literature by focusing on the increase of students’ academic planning skills, social skills and the reduction of office discipline referrals. The version of CICO used in the present study included the use of FBAs. Few studies found in the literature even mentioned conducting an FBA before or during the implementation of CICO with successful results (Campbell and amp; Anderson, 2008; March and amp; Horner, 2002). The authors also monitored the positive gains of the student using Daily Report Cards (DRC). For this study, DRC is simply a method of reporting success to the mentor, student, parent and mentee.

Today's global business is heavily dependent on information and communication technology (ICT). The reality for most organisations is that the rate of technology change has been extremely fast. To cope with these changes, some organisations are committing a large amount of resources. Such challenges make it difficult for some companies to invest in ICT, resulting in a need to re‐think their business models. One such approach which has proved popular over the last few years is to outsource ICT. However, not all ICT outsourcing projects have been totally successful. The paper aims to explore various constructs in ICT outsourcing.

The aim is achieved by conducting studies on 11 ICT outsourcing projects within the service sector.

In future, customers will be looking for value‐added services while focusing less on outsourcing as a cost‐cutting exercise. There is also an added pressure on the customers and vendors to ensure that the original business case to justify outsourcing is robust.

The research is conducted with a limited sample of ICT outsourcing projects. For this reason, many of the conclusions in this paper are generalisations. Further research will need to be conducted in order for the lessons that emerge to be applicable across a wider business perspective.

The paper takes a longer term perspective on the interface between customers and vendors in outsourcing projects. However, globally, this sector is very fluid and it is crucial that organisations understand the complexity of the relationships. This paper does not specifically seek to add to the existing body of knowledge on ICT outsourcing, but rather it serves as an opportunity to reflect on the full complexity of ICT outsourcing.

This chapter examines the effects of mental health services and stigma on changes in self-concept and well-being for individuals with SPMI.

Data for this chapter come from structured interviews and service data for 140 individuals with severe and persistent mental illnesses. We use structural equation modeling to examine the relationship between perceived and internalized stigma, as well as the relationships among stigma, self-concept (self-esteem and mastery), and well-being (quality of life and functioning).

We find that case management is negatively related to quality of life and psychiatric services are positively related to functioning. Crisis services and assessment are associated with mastery in opposite directions. Internalized stigma is positively associated with self-esteem and mastery, and negatively associated with functioning. We do not find a relationship between services and stigma.

A limitation to this chapter is the sample size, which prohibits us from examining a full range of services and outcomes. Nonetheless, our findings provide information about how services and stigma impact well-being, and may be used as a starting point for considering strategies for improving services and reducing stigma. Future work should consider pairing outcomes with services to determine their effectiveness.

This chapter builds on previous research that examines the relative effects of services and stigma among individuals in community health care by extending measures of both services and stigma, and by examining the relationship between them, in order to better determine their implications for self-concept and well-being.