Search results for ‘Subject term:"learning disabilities"’ Sort:
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Nobody made the connection: the prevalence of neurodisability in young people who offend
- Authors:
- HUGHES Nathan, et al
- Publisher:
- Office of the Children's Commissioner
- Publication year:
- 2012
- Pagination:
- 72p.
- Place of publication:
- London
Childhood neurodisability occurs when there is a compromise of the central or peripheral nervous system due to genetic, pre-birth or birth trauma, and/or injury or illness in childhood. This incorporates a wide range of specific neurodevelopmental disorders or conditions. This report presents a review of published evidence in relation to the following research questions: what is the prevalence of various neurodevelopmental disorders amongst young people within the youth justice system secure estate; and what are the key issues for policy and practice associated with these levels of prevalence? The review found that many young people currently in secure settings in England have undiagnosed neurodevelopmental conditions which have directly contributed to their offending behaviour. The report has several key audiences, from national government departments and bodies, to local strategic partnerships and agency leads, to practitioners working with young people with potential neurodevelopmental difficulties.
The efficacy of positive behavioural support with the most challenging behaviour: the evidence and its implications
- Authors:
- LAVIGNA Gary W., WILLIS Thomas J.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(3), September 2012, pp.185-195.
- Publisher:
- Taylor and Francis
Positive behaviour support (PBS) is behaviour analysis applied in support of people with challenging behaviour. However, questions have been raised as to PBS effectiveness, costs, and accessibility. This review examined the efficacy of 12 outcome studies encompassing 423 cases. Findings indicated that PBS was effective with both severe and high-rate behaviour problems, was cost-effective, used a methodology that was easily trained and widely disseminated, and worked in institutional settings in which the most difficult problems are thought to be, as well as in the community. The major implication of this review is that practitioners may be obligated to use PBS when faced with the need to develop a plan of support given the ethical principle of using the least restrictive method consistent with the right to effective treatment. Implications for practice are discussed.
Challenging behaviour and associated risk factors: an overview (part I)
- Authors:
- KORITSAS Stella, IACONO Teresa
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(4), 2012, pp.199-214.
- Publisher:
- Emerald
This review, the first in a two-part series, explores challenging behaviour in adults, its prevalence, risk factors and causes. It aims to provide an overview of prevalence studies and explore the various risk factors that have been associated with challenging behaviour. The authors also seek to explore methodological differences across studies that may contribute to the prevalence variations reported in the literature. The article summarises the findings from frequently cited prevalence studies as well as more recent studies. The prevalence of challenging behaviour reported in the literature has varied due to methodological differences across studies. Despite this, the best estimate is believed to be from 15 to 17.5 per cent. A range of factors have been associated with challenging behaviour and include gender, age, severity of disability and residential setting.
Understanding emotional and psychological harm of people with intellectual disability: an evolving framework
- Authors:
- ROBINSON Sally, CHENOWETH Lesley
- Journal article citation:
- Journal of Adult Protection, 14(3), 2012, pp.110-121.
- Publisher:
- Emerald
A framework for better understanding the emotional and psychological abuse and neglect of people with intellectual disability was developed to support a narrative study with people with intellectual disability, families and other supporters about the lived experience of this maltreatment in disability accommodation services in Australia. This paper describes the underpinning review of emotional and psychological abuse and neglect and the evolving new framework. A review of existing understandings of this form of abuse in research and policy was conducted, and a framework developed and tested for “trustworthiness”. Based on the review, a framework of emotional and psychological abuse and neglect is presented. It centres on the misuse of power and control, details behaviours and interactions which can occur when it is inflicted, and is tested against the experiences of people who have experienced this sort of abuse and neglect. The authors concluded that further research is needed to test the robustness of the framework.
What is right? Ethics in intellectual disabilities research
- Authors:
- McDONALD Katherine E., KIDNEY Colleen A.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 9(1), March 2012, pp.27-39.
- Publisher:
- Wiley
There are important benefits to including with adults with intellectual disabilities in research. This review explored the literature on ethical practices associated with research with adults with intellectual disabilities. It conducted a thematic analysis of 37 articles that met inclusion criteria. Findings revealed three overarching themes: guiding frameworks and approaches; strategies to promote accountability to ethics; and making decisions about participation, including considerations for coercion, capacity to consent, surrogate decision-making, and promoting understanding. There were diverse recommendations for ethical research practices, characterized by a lack of consensus, and gaps in knowledge and practice. The authors concluded that systematically studying diverse ethical aspects of research, and identifying and considering the perspectives of persons with intellectual disabilities may represent critical next steps. They suggested that research collaborations between academics and persons with intellectual disabilities present opportunities to further strengthen the ethical integrity of research in the field.
The need for cognitive profiles based on neuropsychological assessments to drive individual education plans (IEPs) in forensic settings
- Authors:
- LOWINGS Graham, WICKS Beth
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 7(4), 2012, pp.180-188.
- Publisher:
- Emerald
Many people in secure forensic settings are expected to take part in psycho-educational programmes as part of their treatment and rehabilitation. However many are hampered in this because of cognitive difficulties. These difficulties may result from acquired brain injury, deficits associated with substance misuse, childhood trauma, mental health problems and occasionally prescribed medication, or intellectual disability. This paper outlines the scale of the problem and offers potential solutions. The use of individual education plans based on neuropsychological profiles is proposed together with guidance on the preparation and delivery of educational materials that could improve the efficacy of psycho-educational programmes. The authors believe that understanding neuropsychological difficulties would mean that best use is made of the psycho-educational materials presented, thus speeding up and improving the efficacy of the rehabilitation process and potentially reducing the risk that the person poses to themselves and others. Currently there are resources, which offer guidance to teachers of children with neuropsychological difficulties but not for the adolescent and adult forensic population. This paper aims to address this gap.
Social inclusion and people with intellectual disability and challenging behaviour: a systematic review
- Author:
- BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(4), December 2012, pp.360-374.
- Publisher:
- Taylor and Francis
Noting that the high risk of social exclusion for people with intellectual disability is compounded for those with challenging behaviour, this systematic literature review examined how social inclusion of people with intellectual disability and challenging behaviour has been researched and operationalised in the literature. It also aimed to explore the evidence about the extent of social inclusion of this group. 14 papers reporting community inclusion outcomes for people with challenging behaviour were identified through database searches, and thematic analysis was used to synthesise and interpret the findings. The article includes a table summarising the key features of the studies included in the review. It reports that the analysis found that social inclusion had been poorly defined and measured, and that the little research that had occurred in respect of people with challenging behaviour had demonstrated their potential to be socially included. The author discusses the implications of the findings, with particular reference to practice in Australia.
How to fail as a family therapist working with adults with learning disabilities: a paradoxical literature review
- Author:
- PURDY Lloyd
- Journal article citation:
- Journal of Family Therapy, 34(4), November 2012, pp.419-430.
- Publisher:
- Wiley
In recent years, there has been a growing interest in the application of systemic family therapy approaches, methods and techniques to problems encountered by those living with learning disabilities and their social networks. As reports of success in this area increase, however, it is clear that this marginalised group of people continue to suffer from a lack of a ‘theory of failure’. This article overcomes this deficit through a brief review of the literature that forms the basis of such a paradoxical description, and provides advice for social workers on how to help those living with learning disabilities provide family therapy.
Restriction on restraints in the care for people with intellectual disabilities in the Netherlands: lessons learned from Australia, UK, and United States
- Authors:
- ROMIJN Anita, FREDERIKS Brenda J.M.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 9(2), June 2012, pp.127-133.
- Publisher:
- Wiley
The use of restraints in the care of people with intellectual disabilities in the Netherlands is regulated by the Psychiatric Hospitals Act. Physical or mechanical interventions may be used to avert aggression and danger to a client or his surroundings. The issue of restrictive practices has attracted considerable attention following a television documentary which revealed excessive use of mechanical restraints on an 18-year old youth. The aim of this article was to provide insight into legislation, protocols, and practices in other countries so as to make recommendations for policy on reducing the use of restraints in the Netherlands. Journal articles and policy reports on national policies and practices for the years 2000-11 were analysed for 3 countries: the United Kingdom, United States, and Australia. The findings showed that, although the use of restraints in the care for people with intellectual disabilities is internationally regulated by the criterion of ultimum remedium, policy is clearly not always in line with practice. Common elements in best practices designed to reduce the use of restraints include: strong leadership in care facilities based on national policy; trained staff; a strict monitoring system; and changes in attitudes on the use of restraints, with restraints being identified as treatment failure.
Changes in attributions as a consequence of training for challenging and complex behaviour for carers of people with learning disabilities: a systematic review
- Authors:
- WILLIAMS Sophie, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(3), May 2012, pp.203-216.
- Publisher:
- Wiley
The overall aim of this paper was to critically review studies of staff training in challenging behaviour, which included the measurement of staff beliefs about challenging behaviour. It had three specific objectives: to review the main constructs and measures that were used to identify the theoretical assumptions that underpinned them; to discover whether carers’ beliefs were changed as a result of training; and to make suggestions on further work focusing on staff cognitive change in challenging behaviour training. Papers were included if they reported outcomes for carer training on the behaviour of people with intellectual disabilities and used a measure of carer attribution of the behaviour of people with intellectual disabilities. Eleven papers were reviewed, most studies using behavioural curricula for their training, and none explicitly set out to change attributions. Eight of the 11 papers reviewed reported changes in attribution although core characteristics of training did not distinguish those papers that reported such changes and those that did not. The authors conclude that changes in beliefs and attributions occur even though these are not identified as a focus within the training provided. They suggest that the formulation processes involved in behavioural training may play a key part in changing attributions as a consequence of this training.