Search results for ‘Subject term:"challenging behaviour"’ Sort:
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Grouping people with learning disabilities and challenging behaviour in residential care
- Authors:
- MANSELL Jim, BEADLE-BROWN Julie
- Journal article citation:
- Tizard Learning Disability Review, 9(2), April 2004, pp.4-10.
- Publisher:
- Emerald
Grouping people with learning disabilities and challenging behaviour in residential care has been the focus of several recent research studies. Describes these studies and what they found. In general they found negative effects of grouping people with challenging behaviour together in terms of the quality of staff interaction with them and the outcomes they experience.
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)
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)
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)
Defining and measuring rapport: implications for supporting people with complex needs
- Authors:
- GUTHRIE Kamisha Sherene, BEADLE-BROWN Julie
- Journal article citation:
- Tizard Learning Disability Review, 11(3), July 2006, pp.21-30.
- Publisher:
- Emerald
This research aimed to identify behavioural cues of rapport and warmth, in order to enable the construction of a valid measurement tool that would support existing methods of behavioural analysis. A number of general research questions were put to six focus groups. Participants were individuals with learning disabilities, professionals working for the NHS or a local authority, and support workers. Data obtained was qualitative in nature and was examined using content analysis and comparison between participants' experiences. Methods of interaction and communication with people who were either liked or disliked were generally similar across groups, although this varied by specific category. Behavioural cues of rapport were identified and categorised. Most of these would be of use in the creation of an assessment tool, although some adjustment is required so that they can be measured. Implications of the findings are discussed.