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Individualised needs based approaches are increasingly being utilised to fund disability support services. Frequently, standardised assessments such as adaptive behaviour scales and, more recently, measures of support needs are used for determining level of need. The aim of this thesis is to understand the relationship between adaptive behaviours and support needs and to investigate factors that impact functional capacity and need for supports for individuals with an intellectual disability. Although a conceptually attractive approach to assessment, concern exists regarding the adequacy of the theoretical framework for guiding the development of support needs instruments. Though possessing theoretical similarities, adaptive behaviour and support needs scales are considered to measure different, albeit related constructs, prompting investigation into the nature of the relationship and the structure of the support needs construct. Accordingly, in Study 1 the Supports Intensity Scale (SIS), the Adaptive Behaviour Scale–Residential and Community (ABS-RC:2), and the Inventory for Client and Agency Planning (ICAP) were used to examine this relationship (N = 80). Dimensionality of the SIS (Section 1) was examined in reference to the three areas of conceptual, social, and practical skills, considered as comprising the adaptive behaviour construct. Factor analysis offered support for measurement of a common underlying construct. When considered in terms of the three adaptive behaviour skill areas, the support needs construct related predominantly to conceptual skills. Unlike adaptive behaviour scales, little is reported about the properties of support needs measures or factors that impact on an individual’s need for supports. Study 2 examined factors likely to influence adaptive behaviours and need for supports; in particular, the presence of coexisting disabilities. Using a measure of adaptive behaviour (i.e., ICAP) and two support needs scales (i.e., SIS and the Service Need Assessment Profile, SNAP), the extent to which adaptive and challenging behaviours and support needs (including medical) were impacted by the number and severity of disabilities was examined (N = 83). Results showed adaptive behaviours and support needs (including medical) were meaningfully related to the number and severity of disabilities present, whereas this was not so for challenging behaviours. Profiles for challenging behaviour measures did not support a linear association with number and severity of additional disabilities, raising the possibility that the profiles were influenced more by the nature of the additional disabilities present. Study 3 investigated the impact of the nature of the additional disabilities present on adaptive and challenging behaviours, support and medical needs using the same instruments utilised in Study 2. Each scale discriminated skills and needs associated with the presence of additional physical and speech disabilities. The support needs subscales of SNAP and SIS were more sensitive to the needs of individuals with coexisting neurological and sensory disabilities. SNAP was the only instrument to identify unique needs associated with the presence of a psychiatric disability but SIS was the only instrument to discriminate needs associated with the presence of a vision disability. Underlying this finding may be the importance of the person-environment interaction intrinsic to contemporary models of disability and support approach to assessment. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1349602 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2009

Individualised needs based approaches are increasingly being utilised to fund disability support services. Frequently, standardised assessments such as adaptive behaviour scales and, more recently, measures of support needs are used for determining level of need. The aim of this thesis is to understand the relationship between adaptive behaviours and support needs and to investigate factors that impact functional capacity and need for supports for individuals with an intellectual disability. Although a conceptually attractive approach to assessment, concern exists regarding the adequacy of the theoretical framework for guiding the development of support needs instruments. Though possessing theoretical similarities, adaptive behaviour and support needs scales are considered to measure different, albeit related constructs, prompting investigation into the nature of the relationship and the structure of the support needs construct. Accordingly, in Study 1 the Supports Intensity Scale (SIS), the Adaptive Behaviour Scale–Residential and Community (ABS-RC:2), and the Inventory for Client and Agency Planning (ICAP) were used to examine this relationship (N = 80). Dimensionality of the SIS (Section 1) was examined in reference to the three areas of conceptual, social, and practical skills, considered as comprising the adaptive behaviour construct. Factor analysis offered support for measurement of a common underlying construct. When considered in terms of the three adaptive behaviour skill areas, the support needs construct related predominantly to conceptual skills. Unlike adaptive behaviour scales, little is reported about the properties of support needs measures or factors that impact on an individual’s need for supports. Study 2 examined factors likely to influence adaptive behaviours and need for supports; in particular, the presence of coexisting disabilities. Using a measure of adaptive behaviour (i.e., ICAP) and two support needs scales (i.e., SIS and the Service Need Assessment Profile, SNAP), the extent to which adaptive and challenging behaviours and support needs (including medical) were impacted by the number and severity of disabilities was examined (N = 83). Results showed adaptive behaviours and support needs (including medical) were meaningfully related to the number and severity of disabilities present, whereas this was not so for challenging behaviours. Profiles for challenging behaviour measures did not support a linear association with number and severity of additional disabilities, raising the possibility that the profiles were influenced more by the nature of the additional disabilities present. Study 3 investigated the impact of the nature of the additional disabilities present on adaptive and challenging behaviours, support and medical needs using the same instruments utilised in Study 2. Each scale discriminated skills and needs associated with the presence of additional physical and speech disabilities. The support needs subscales of SNAP and SIS were more sensitive to the needs of individuals with coexisting neurological and sensory disabilities. SNAP was the only instrument to identify unique needs associated with the presence of a psychiatric disability but SIS was the only instrument to discriminate needs associated with the presence of a vision disability. Underlying this finding may be the importance of the person-environment interaction intrinsic to contemporary models of disability and support approach to assessment. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1349602 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2009

The introduction of Grade R (Reception Year) and its curriculum in early childhood education has been a key policy initiative, but despite the importance of this level of education the demands of the transition from Grade R to Grade 1 are not explicitly discussed. Official documents note the likely difficulties and challenges inherent in the transition of children from preschool and home into the primary school environment but they do not explicitly say how these difficulties can be dealt with. This study investigated the implementation of transition policy and existing practices for children transiting from preschool or the home into Grade 1 in South Africa’s schools. A case study of two purposively selected schools, from two different provinces, explored the impact of transition on both children’s adjustment to their new environment and the school itself. Key policy documents were initially analysed, and key informants in government and non governmental organisations (NGOs) were interviewed in relation to aspects of the policy guidelines and practices for transition to school. Participating principals, teachers, parents and children as subjects were interviewed to identify their perspectives about transition and how they deal with it. The social, behavioural and academic adjustment of 6 children from each of the two schools was investigated using the Social Skills Rating Scale (SSRS). The results show that although some differences in the adjustment of children between the two case study schools were noted, it appeared that preschooled children were more likely to make better adjustments than non-preschooled (home) children. The study also revealed that schools’ strategies for dealing with transitions are not informed by the government’s transition policies and guidelines. Instead, the two schools devised their own in-house strategies to deal with transitions and these differed from one school to another. The study also highlights that teachers are not familiar with policies governing their working lives. The schools studied also lamented the lack of continuity in the curricula and the way of life between the school and preschool despite policies enacted to deal with this disjuncture. Whilst the findings show a disparity between the adjustments of preschooled children and their home counterparts a longitudinal study involving more case schools would provide greater insight into preschool grade 1 transition in a developing South Africa. The educational and policy implications of the study are discussed with regard to important processes and structures put in place for the transition process of children entering into primary schools. While case study findings cannot be generalised the results can be beneficial in informing other similar contexts grappling with transitions. The study highlights important processes undertaken in the adjustment of children into primary schools, however it also revealed some shortcomings which have serious implications for policy and practice. “Policy literacy” should be embarked upon to familiarise teachers as end users with what policy entails. Every school should have a transition programme that would help orientate and settle in the new entrants into the school environment. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2007. / Education Management and Policy Studies / PhD / Unrestricted