Table 1 |
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Demographic information for the residents at 96 High Street |
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Resident |
Age |
Years lived at KRS |
Level of intellectual disability |
Communication level (Triple C Bloomberg and West, 1999) |
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Alberto |
42 |
42 |
Moderate |
Stage 5 |
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Aphrodite |
64 |
42[1] |
Severe |
Stage 6 |
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Brian |
43 |
32 |
Moderate |
Stage 6 |
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Sarah |
55 |
50 |
Severe |
Stage 6 |
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Simon |
51 |
40 |
n/a |
n/a[2] |
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Rose |
55 |
47 |
Moderate |
Stage 6 |
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[1] Aphrodite moved to KRS in 1963 from another institution. |
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[ 2 ] W h e n w e c o l l e c t e d t h i s d a t a i t w a s n o t a v a i l a b l e f o r S i m o n . O u r o b s e r v a t i o n s r e v e a l e d t h a t h e h a d t h e h i g h e s t l e v e l o f a d a p t i v e b e h a v i o u r a n d h a d t h e b e s t s p o k e n l a n g u a g e o f t h e s i x r e s i d e n t s . A n o l d e r p r o f i l e o f S i m o n t h a t w e d i d r e a d s t a t e d t h a t h e m a i n l y u s e s s p e e c h t o c o m m u n i c a t e . |
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Table 2 |
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S u m m a r y o f c o m m u n i t y a c t i v i t i e s M a y 2 0 0 6 |
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B r i a n s a c t i v i t i e s |
Frequency |
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Hairdresser |
1 |
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Shopping |
4 |
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Bowling |
1 |
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Swimming |
1 |
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Train ride |
1 |
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Schwerkolt Cottage and Historical Museum |
1 |
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Total |
9 |
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Table 3 |
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B r i a n : S u m m a r y o f c o m m u n i t y a c t i v i t i e s M a y t o J u l y 2 0 0 6 |
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Activity |
Frequency |
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Brian |
May |
June |
July |
Total |
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Hairdresser |
1 |
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1 |
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Shopping |
4 |
2 |
1 |
7 |
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Bowling |
1 |
1 |
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2 |
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Swimming |
1 |
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1 |
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Train ride |
1 |
1 |
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2 |
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Schwerkolt Cottage |
1 |
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1 |
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Church |
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1 |
1 |
2 |
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Party at Temple Court |
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1 |
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1 |
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Eat out |
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1 |
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1 |
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Trip to Port Melbourne |
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1 |
1 |
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Library |
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1 |
1 |
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Circus |
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1 |
1 |
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Total |
9 |
7 |
5 |
21 |
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Table 4 |
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S i z e o f r e s i d e n t g r o u p p a r t i c i p a t i n g i n r e c o r d e d e x t e r n a l a c t i v i t i e s |
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Number of service-users present at activity |
Number of activities |
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Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
Total |
% |
% |
1 |
1 |
5 |
2 |
1 |
4 |
0 |
1 |
11 |
25 |
17.7 |
17.7 |
2 |
1 |
5 |
10 |
4 |
5 |
6 |
2 |
6 |
39 |
27.6 |
82.3 |
3 |
2 |
3 |
6 |
3 |
6 |
1 |
0 |
1 |
22 |
15.6 |
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4 |
2 |
2 |
1 |
1 |
3 |
2 |
1 |
2 |
14 |
9.9 |
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5 |
1 |
0 |
2 |
0 |
1 |
1 |
2 |
0 |
7 |
4.9 |
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6 |
2 |
1 |
7 |
6 |
1 |
4 |
2 |
2 |
25 |
17.7 |
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7+ |
1 |
3 |
1 |
1 |
1 |
1 |
1 |
0 |
9 |
6.3 |
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Table 5 |
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Strategies for getting to know a person |
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Where to go for information (Brost and Johnson, 1982, p.29-30) |
Finding out about the person (Disability Services Division, 2007, p.29) |
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· The person being assessed is the first and most important source of information. The person must be consulted at every stage of the process; his/her preferences carry the most weight. |
· Listen to them |
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· Observing in many service settings and environments |
· Spending time with them in different situations and different settings |
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· Talking to all significant others |
· Talking with others who know them well |
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· Checking files and records |
· A l t h o u g h t h i s s e c t i o n d o e s n o t s p e c i f i c a l l y m e n t i o n w r i t t e n r e c o r d s i t i s p o s s i b l y i m p l i c i t i n t h e f o l l o w i n g : D e p e n d i n g o n i t s r e l e v a n c e , a p e r s o n s l i f e h i s t o r y a n d p e r s o n a l i n f o r m a t i o n m a y b e g a t h e r e d f r o m a n u m b e r o f l i f e s t a g e s a n d a r e a s o f i m p o r t a n c e |
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Table 6 |
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Determining individual preferences |
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(Adapted from Brost and Johnson, 1982, p.44) |
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What an individual prefers might be influenced by: |
H o w a k e y w o r k e r i n t e r p r e t s p e r s o n a l p r e f e r e n c e s m i g h t b e i n f l u e n c e d b y : |
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· the number and kind of experiences or opportunities the person has had |
· for how long and how well the keyworker knows the person |
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· what, how, and for how long the individual had received services |
· the values of the keyworker |
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· the opinions and preferences of family members, guardians, advocates and significant others |
· how willing and capable the keyworker is at interacting with the person |
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· the number of ways available to express desires |
· w h a t l i m i t s t h e k e y w o r k e r s e t s o n a p e r s o n s c a p a c i t y f o r g r o w t h a n d l e a r n i n g |
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· the skills and resources the person possesses and can use in alternate situations |
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