Search results for ‘Subject term:"learning disabilities"’ Sort:
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Case studies about improving support for people with a learning disability and autistic people
- Author:
- LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Local Government Association
- Place of publication:
- London
This resource brings together case studies relating to people with a learning disability and autistic people. The case studies come from the Care and Health Improvement Programme's new Supporting adults with a learning disability to have better lives outcomes and improvement framework. (Edited publisher abstract)
A survey of complex trauma in families who have children and adults who have a learning disability and/or autism
- Authors:
- BAKER Peter, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 15(5), 2021, pp.222-239.
- Publisher:
- Emerald
Purpose: There is an established literature supporting the idea that families who have children and adults who have a learning disability and/or autism have a greater vulnerability to mental health problems or poor psychological health. There are shortcomings in this literature in that there is a little consideration of the impact the families interaction with services has on their well-being. It is argued that complex post-traumatic stress disorder (CPTSD), with its focus on prolonged chronic exposure to trauma experiences and the recognition that this can occur in adulthood, may well be an appropriate framework to enable a better understanding of the experiences of families. Design/methodology/approach: A total of 214 family members completed a co-produced online survey in relation to potential traumatic events, impacts and support. Findings: The experiences of family carers of children and adults with a learning disability and/or who are autistic would appear to be multi-layered and complex, with many experiencing a wide range of traumatic events with the associated emotional and personal sequela. The reported responses are consistent with CPTSD with 10% of having received a diagnosis of PTSD. Their experience was that the system failed not only to provide support but also created additional trauma. Practical implications: A trauma-informed approach needs to be adopted by agencies and professionals that serve families to ensure they understand their potential contribution to the trauma families experience. Originality/value: To the best of the authors’ knowledge, this is the first study that has attempted to examine the experience of families using the framework of CPTSD. (Edited publisher abstract)
The COVID-19 pandemic should be last orders for poor care of people with neurodevelopmental disorders
- Authors:
- STRYDOM Andre, CORCORAN Elizabeth, REBILLAT Anne-Sophie
- Journal article citation:
- British Journal of Psychiatry, 218(6), 2021, pp.302-304.
- Publisher:
- Cambridge University Press
We explore whether the needs of individuals with neurodevelopment disorders have been overlooked during the coronavirus disease 2019 (COVID-19) pandemic and set out the issues that need to be considered in response to future health crises and pandemics. (Edited publisher abstract)
Mental health bulletin: 2019-20 annual report
- Author:
- NHS DIGITAL
- Publisher:
- NHS Digital
- Publication year:
- 2021
- Pagination:
- 27
- Place of publication:
- Leeds
This publication provides a detailed picture of people who used NHS funded secondary mental health, learning disabilities and autism services in England during the financial year 2019-20. Key findings include: 2,878,636 people were known to be in contact with secondary mental health, learning disabilities and autism services at some point in the year – 763,888 of these were under 18 years of age; this means that 5.1% of people in England were known to be in contact with secondary mental health, learning disabilities and autism services during this year; 3.6% (104,536) of people known to be in contact with secondary mental health, learning disabilities and autism services spent time in hospital as part of being in contact with these services during 2019-20. (Edited publisher abstract)
Adults with intellectual disabilities and/or autism who deliberately set fires: a systematic review
- Authors:
- COLLINS J., BARNOUX M., LANGDON P.E.
- Journal article citation:
- Aggression and Violent Behavior, 56, 2021, p.101545.
- Publisher:
- Elsevier
Fire setting behaviour has devastating consequences and a significant number of adults who set fires have intellectual disabilities and/or autism. However, there has been no comprehensive review of the characteristics and treatment needs of this group of offenders, with existing reviews being limited in terms of sample population and methodological rigour. The purpose of this review was to systematically examine and synthesise existing research to determine what is known about adults with intellectual disabilities and autism who set fires. PsychINFO, PsychARTICLES, Medline, CINAHL Plus with Full Text, Criminal Justice Abstracts, SCOPUS, Open Grey, and the University of Kent arson library were searched for articles. The methodological quality of studies was assessed using the Mixed Methods Appraisal Tool. Searches resulted in 100 articles that met the specific inclusion criteria. Findings indicated adults with intellectual disabilities and autism share some characteristics with other adults who set fires (e.g. aggression, impulsivity). They also face additional challenges, which may have implications for treatment and risk formulation (e.g. communication difficulties, lack of support). However, current research is generally of poor methodological quality, limiting our ability to understand the unique characteristics and treatment needs of this population. (Edited publisher abstract)
Finding our own way home: a ‘big conversation’
- Authors:
- HOUSING LEARNING AND IMPROVEMENT NETWORK, LEARNING DISABILITY ENGLAND
- Publisher:
- Housing Learning and Improvement Network
- Publication year:
- 2020
- Pagination:
- 8
- Place of publication:
- London
This report outlines the key results from research conducted into the housing opportunities and blockages for people with a learning disability and/or autism. Using qualitative techniques to gain an insight into people’s lived experiences, the research provides a picture to date of their housing needs and aspirations, looking at what is working well at the moment; what is getting in the way of people getting the home they need and want; and what are some of the possible solutions. There are still a lot of people who are having difficulties trying to leave ‘assessment and treatment units’ to move into a home of their own. The lack of housing supply generally in many areas and the lack of affordable housing are a major barrier to people getting the housing they want. The report argues that getting a home should start with and be based on person centred planning; this is an opportunity for people, their families, housing providers, social workers to come together and plan how to help a person get the home they want and need – ‘needs led housing development rather than build and fill’. There needs to be comprehensive information about different housing options, how to access them, how to pay for them, that is designed to be accessible to people, their families and carers. The report calls for a ‘national standard’ about what housing rights and options people with learning disabilities are entitled to and local councils should be required to meet the standard. (Edited publisher abstract)
Co-production in transforming care: checking if co-production is happening
- Author:
- LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Local Government Association
- Publication year:
- 2017
- Pagination:
- 17
- Place of publication:
- London
This guide explains what co-production means, how to check if co-production is happening, and what Transforming Care Partnerships can do to support co-production. Transforming Care Partnerships are the groups of people working together to improve services and support for people with a learning disability and people with autism who display behaviour that challenges. The guide suggests that key indicators that co-production is happening include: there is a co-produced policy on co-production that shows the way everyone will work; there is a clear plan on co-production that has been co-produced; how the Transforming Care Partnership works is built on the co-production principles; all communication is open and easy to understand; and there is evidence of a ‘shift in power’ to people and families from professionals. (Edited publisher abstract)
Disposable dispositions: reflections upon the work of Iris Marion Young in relation to the social oppression of autistic people
- Author:
- MILTON Damian E.M.
- Journal article citation:
- Disability and Society, 31(10), 2016, pp.1403-1407.
- Publisher:
- Taylor and Francis
This brief commentary piece looks to apply the theories of Iris Marion Young to the social position and oppression of autistic people, as previously theorised by Milton. The concepts of ‘Asymmetrical symmetry’ and the ‘Five faces of oppression’ are explored in this regard. The article concludes by arguing that autistic people, particularly those who have significant intellectual impairments, can be socially marginalised to the extent of occupying the social position of ‘non-human’ with the staggering consequences for social well-being that this implies. (Publisher abstract)
The use of community treatment orders in an intellectual disability service
- Authors:
- PERERA Bhathika, SHAIKH Abdul, SINGH Niraj
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 7(3), 2013, pp.129-134.
- Publisher:
- Emerald
An audit was conducted among Consultant Psychiatrists in intellectual disability psychiatry in Nottinghamshire Healthcare NHS Trust to explore how Community Treatment Orders (CTOs) are used in people with intellectual disability in the UK. Each consultant was asked to provide information on demographic data of their patients on CTOs, reasons for being on a CTO, conditions specified, patients' capacity to consent and their understanding of their CTOs. Conditions of CTOs were analysed using thematic analysis. There were 17 CTOs done for patients with intellectual disability from November 2008 to May 2011. Mean age was 38 with a range of 20-59. All patients had a mild or moderate intellectual disability. Only a small percentage of patients had a diagnosis of schizophrenia. More than 50 per cent had a diagnosis of pervasive developmental disorder (PDD). All patients had behavioural problems as a reason for being on a CTO. About one third of patients did not have any understanding of their CTOs. Themes of conditions were focused on providing a structured life to prevent relapse of the mental disorder. The study highlights that CTOs are used differently in the intellectual disability population. CTOs are adapted to use for patients with behavioural challenges and PDD in an intellectual disability population. This contrasts with its common use to manage non-compliance with medication in patients with schizophrenia in the general adult population. This paper also suggests the main themes of conditions which clinicians can use when deciding on CTO conditions. (Edited publisher abstract)
Context influences the motivation for stereotypic and repetitive behaviour in children diagnosed with intellectual disability with and without autism
- Authors:
- JOOSTEN Annette V., BUNDY Anita C., EINFELD Stewart L.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(3), May 2012, pp.262-270.
- Publisher:
- Wiley
Stereotypical and repetitive behaviours are part of normal child development. However while they diminish during the second year in typically developing children they often continue in those with intellectual disability and autism. Motivation seems to change with context, but there is little empirical evidence to support this. Data describing stereotypic behaviours from 279 Revised Motivation Assessment Scales (MAS:R) was evaluated using Rasch analysis. Data were gathered from two groups of Australian children (mean age 9.7 years): Group 1 with intellectual disability (n = 37) and Group 2 with both intellectual disability and autism (n = 37). Behaviour was examined in three contexts: free time, transition and while engaged in tasks. MAS:R distinguishes two intrinsic motivators: enhanced sensation and decreased anxiety and three extrinsic motivators: seeking attention or objects or escape. Significant differences in motivators were observed during free time and transition. No one motivator predominated while children were engaged in tasks. For both groups, sensory enhancement was a more likely motivator in free time and anxiety reduction was a more likely motivator during transition. Transition was the context most likely to influence extrinsic motivators, but there were significant differences between the groups. The authors conclude that context influences the motivation for stereotyped and repetitive behaviours; transition appears to have a particularly powerful effect.