Search results for ‘Author:"beadle-brown julie"’ Sort:
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The informal culture of a direct care staff team supporting people with intellectual disabilities who present with behaviours that challenge: commentary
- Author:
- BEADLE-BROWN Julie
- Journal article citation:
- Tizard Learning Disability Review, 26(3), 2021, pp.169-173.
- Publisher:
- Emerald
Design/methodology/approach: It provides a brief narrative review of the literature on the factors that determine the quality of life of people with intellectual disabilities, including the impact of culture. Findings: Key to ensuring good quality of life outcomes is support that is facilitative, enabling and empowering which can compensate for severity of disability and improve people’s experiences. This approach is called Active Support. Improving quality of life is a key part of preventing and responding to behaviours that challenge. Culture is an important factor in ensuring staff are motivated to work in such ways but is likely to be intertwined with many other factors. Originality/value: This paper summarises the key literature on what is needed to improve outcomes for people with intellectual disabilities. It introduces the importance of exploring how the different dimensions of culture interact and how culture, practice, processes and structures might work in a much more complex and intertwined fashion than previously conceptualised. (Edited publisher abstract)
Person-centred approaches and quality of life
- Author:
- BEADLE-BROWN Julie
- Journal article citation:
- Tizard Learning Disability Review, 11(3), July 2006, pp.4-12.
- Publisher:
- Emerald
This mainly conceptual paper summarises the current conceptualisation of personalisation as it applies to people with learning disabilities. It goes on to map out how the drive towards the personalisation of services, its most recent iterations of person-centred planning, person-centred funding and person-centred action, contributes to a better quality of life for people with intellectual disabilities using quality of life domain indicators (social inclusion, physical well-being, interpersonal relations, material well-being, emotional well-being, self-determination, personal development and rights). In doing so it describes what you would see in services where person-centred approaches were being successfully implemented.
Elicited imitation in children and adults with autism: the effect of different types of actions
- Author:
- BEADLE-BROWN Julie
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.37-48.
- Publisher:
- Wiley
It has been said that an early deficit in imitation, together with a cascade of developmental disorders in emotion sharing and Theory of Mind, could be important in understanding autism. Having already found that imitation appeared not to be specifically or universally impaired in autism, the present study tested whether there were distinctions between different types of actions, such as symbolic versus non-symbolic, one-handed versus two-handed or symmetrical versus asymmetrical actions, on a test of elicited imitation. A large battery of tasks was used to elicit imitation from three groups of autistic children and adults (aged 4-34 years of age), two groups of typically developing children and a group of children with mild-to-moderate intellectual disabilities. The majority of children and adults with autism had few impairments relative to the controls, although certain actions did seem more difficult, especially for the youngest children. For example, actions within the categories of 'symbolic actions' and 'asymmetrical actions' seemed to give some groups more problems. Certain types of errors such as hand reversals and using body parts as objects were found in both autistic and non-autistic groups, but, for the most part, in the youngest children in the whole sample. A final analysis compared the number of partial imitations for eight specific actions. The overall picture was not one of an autism-specific deficit in imitation, but rather of a normal (i.e. age-related) developmental trend.
Direct payments for people with severe learning disabilities: a services case study and implications for policy
- Author:
- BEADLE-BROWN Julie
- Journal article citation:
- Tizard Learning Disability Review, 7(4), October 2002, pp.10-16.
- Publisher:
- Emerald
Uses a case study to illustrate the difficulties experienced by those trying to access direct payments for people with learning disabilities, and considers the reasons why such difficulties exist. Proposes measures needed to ensure that people with learning disabilities have equal access to this form of funding.
Managing the development of Somerset's services for people with learning disabilities
- Author:
- BEADLE-BROWN Julie
- Journal article citation:
- Tizard Learning Disability Review, 5(2), April 2000, pp.11-16.
- Publisher:
- Emerald
This paper comments on an article describing service development management for people with learning disabilities. Sets the developments within the legislative context of joint working.
Outcomes and costs of skilled support for people with severe or profound intellectual disability and complex needs
- Authors:
- BEADLE-BROWN Julie, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.42-54.
- Publisher:
- Wiley
Background: With increasing reductions in funding for social care across many countries, the need to ensure that resources are used to best effect is becoming increasingly important, in particular for those with severe and complex needs. Methods: In order to explore the outcomes and costs of skilled support for this group of people, quality of life was assessed for 110 people in 35 services in England. Information on costs was also collected. Results: People who received consistently good active support experienced better outcomes in terms of several quality of life domains. Good support did not require significantly more staff time, and there was no evidence of higher total costs for those receiving good support. Conclusions: The inclusion of active support in government guidance and local commissioning practices related to people with severe intellectual disabilities is likely to improve user outcomes. Observation should be an important element in measuring service quality. (Edited publisher abstract)
Commentary on “Consumer behaviour analysis and non-adoption of behavioural interventions: implications for managerial action”
- Authors:
- BEADLE-BROWN Julie, BRADSHAW Jill
- Journal article citation:
- Tizard Learning Disability Review, 24(3), 2019, pp.108-112.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to reflect on the difficulties highlighted by Ntinas around supporting change in services for people with intellectual and developmental disabilities. Design/methodology/approach: This commentary examines what is needed for change and reflects on staff culture. Findings: The authors propose that it is not sensible to separate the culture of a service from the implementation of person-centred approaches and attempt to map how the concepts overlap and are interconnected. Originality/value: Whilst some elements of culture are clearly important in order to start the process of change, other elements will change as an intervention is introduced and embedded. (Edited publisher abstract)
Commissioning services for adults with learning disabilities or autism: the views and experiences of commissioners
- Authors:
- BEADLE-BROWN Julie, et al
- Publisher:
- Quality and Outcomes of Person-centred Care Policy Research Unit
- Publication year:
- 2018
- Pagination:
- 32
- Place of publication:
- London
Research to explore commissioning practice for services for people with learning disabilities and autism in England, focusing on the information used to help make decisions about services to commission and the challenges to commissioning effective services. The study explores the following questions: is quality or outcomes of services part of the commissioning process?; What sources of quality information are used in the commissioning process?; What are the barriers and facilitators of using quality information in commissioning?; and What are the main challenges to commissioning high quality services? The results are based on completed surveys from 45 local authorities and 25 clinical commissioning groups. The main findings explore three categories of service: residential care, supported living, and day services. The results found that quality was reported to be the most common selection criterion for providers. The top three factors considered by LA and CCGs commissioners to support their purchasing decisions were quality, safety, and suitability to the needs of the individual, with two thirds of respondents saying that cost was a very important consideration in their decisions. Most respondents reported using quality assessment frameworks and monitoring checklists of some type, with the frequency of quality assessment ranging from quarterly to yearly. Identified challenges to commissioning included restructuring, spending cuts, skills shortages, demographic changes. Suggested ways dealing with these challenges included more collaboration and partnership working, integrated/joint commissioning with pooled budgets, greater flexibility and innovation in procurement and contracting, and evidence-based commissioning. (Edited publisher abstract)
Improving quality of life outcomes in supported accommodation for people with intellectual disability: what makes a difference?
- Authors:
- BIGBY Christine, BEADLE-BROWN Julie
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(2), 2018, pp.e182-e200.
- Publisher:
- Wiley
Background: The quality of life (QOL) of people with intellectual disability living in supported accommodation services is variable, influenced by many possible factors. Various frameworks have attempted to identify these factors without assigning value, direction of influence or relative impact on outcomes. Methods: A realist review of the literature aimed to expose different propositions about variables influencing QOL outcomes and review the strength of supporting evidence for these, to identify their relative influence. Evidence was reviewed for and against each of five clusters. Results: Evidence was strongest for the presence of staff practices (use of Active Support), front-line management practice (use of practice leadership), culture (enabling and motivating), human resources policies and practice (that support front-line leaders and recruitment of staff with the right values), adequate resources, and small, dispersed and homelike settings. Conclusions: The evidence informs policy and practice but in some clusters remains limited, warranting further research which measures outcomes on all QOL domains. (Publisher abstract)
What does good look like? A guide for observing services for people with learning disabilities and/or autism
- Authors:
- BEADLE-BROWN Julie, MURPHY Bev
- Publishers:
- United Response, University of Kent. Tizard Centre
- Publication year:
- 2016
- Pagination:
- 38
- Place of publication:
- Wimbledon
This guide outlines what good support looks like in services for people with learning disabilities and/or autism and provides a set of observable practices that can indicate that a service is implementing person centred approaches. The definition of ‘good’ is based on both research and good practice and emphasises the nature and quality of the support needed to ensure good quality of life outcomes for people with learning disabilities and/or autism. The guide focuses on four different elements: support for engagement in meaningful activities and relationships; support for communication; autism friendly support; and support for individuals who display challenging behaviour. For each of these four elements the guide outlines what good practice looks like and why each element is important. The observable practices include: observations of what the individuals being support are doing, observations of what staff are doing, observations of what managers are doing, and systems and processes that are in place through records and talking to those present during the visit. It also provides advice on the observation process, with information on what to look for and how to evaluate the service. A checklist to help observers to record and rate the support being provided is also included. (Edited publisher abstract)