Search results for ‘Subject term:"learning disabilities"’ Sort:
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Belonging and reciprocity amongst people with intellectual disabilities: a systematic methodological review
- Authors:
- FULTON Lauren, KINNEAR Deborah, JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(4), 2021, pp.1008-1025.
- Publisher:
- Wiley
Background: Social inclusion has been explored using a wide range of theories and methods. Belonging and reciprocity have been identified as key components of social inclusion. This systematic methodological review identifies and evaluates the theoretical frameworks and qualitative approaches adopted to explore belonging and reciprocity in the lives of adults with intellectual disabilities. Method: A systematic search was conducted across ten databases. Screening and quality appraisal were carried out independently by two researchers, and data were extracted to provide detailed accounts of the theories and methods employed. Results: Seventeen papers met inclusion criteria. Clear conceptualisations of belonging and reciprocity were lacking, and these concepts were rarely the focus of the research. Theoretical and methodological shortcomings across this literature were identified and discussed. Conclusions: More nuanced conceptualisations of belonging and reciprocity may be helpful in future research, to better capture the context and meaning of individual lives and relationships. (Edited publisher abstract)
Factors facilitating or hindering meaningful staff–client interactions in people with intellectual disabilities and challenging behaviour: a systematic mixed studies review using thematic synthesis
- Authors:
- SIMONS M.A.G., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(2), 2021, pp.446-458.
- Publisher:
- Wiley
Background: Interactions with professional caregivers affect the quality of support and life of people with intellectual disabilities and contribute to the occurrence of challenging behaviour. The present literature review provides an overview of factors facilitating or hindering meaningful staff–client interactions in people with borderline to profound intellectual disabilities and challenging behaviour. Method: Database searches, reference list and citation screening, and expert consultations were undertaken. A thematic synthesis of 28 studies was performed. Results: Factors were identified at the client (i.e. behaviour, emotions and (dis)abilities), staff (i.e. interactive principles, knowledge, psychological resources, attributions, attitudes and (coping with) emotions) and context levels (i.e. group size, team and organization). Conclusions: The present overview provides insights into factors that facilitate or hinder meaningful staff–client interactions with people with intellectual disabilities and challenging behaviour. The results support the need to combine client, staff and contextual factors when considering staff–client interactions in research and practice. (Edited publisher abstract)
Behavioural, psychiatric and psychosocial factors associated with aggressive behaviour in adults with intellectual disabilities: a systematic review and narrative analysis
- Authors:
- VAN DEN AKKER Natalie, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(2), 2021, pp.327-389.
- Publisher:
- Wiley
Background: Aggressive behaviour is prevalent in people with intellectual disabilities. To understand the aetiology, it is important to recognize factors associated with the behaviour. Method: A systematic review was conducted and included studies published between January 2002 and April 2017 on the association of behavioural, psychiatric and psychosocial factors with aggressive behaviour in adults with intellectual disabilities. Results: Thirty‐eight studies were included that presented associations with 11 behavioural, psychiatric and psychosocial factors. Conflicting evidence was found on the association of these factors with aggressive behaviour. Conclusions: The aetiology of aggressive behaviour is specific for a certain person in a certain context and may be multifactorial. Additional research is required to identify contributing factors, to understand causal relationships and to increase knowledge on possible interaction effects of different factors. (Edited publisher abstract)
The relationship between cognitive variables and offending behaviour in adults with intellectual disabilities: a systematic review
- Authors:
- HAMMOND Sarah, BEAIL Nigel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(4), 2020, pp.779-792.
- Publisher:
- Wiley
Background: Interventions for offenders with intellectual disabilities (ID) have used cognitive variables as measures of treatment outcome. However, the relevance of cognitive variables to offending in people with intellectual disabilities is unclear. This review aimed to evaluate the evidence for a relationship between cognitive variables and offending in people with intellectual disabilities. Method: A systematic search identified studies comparing offenders and non‐offenders with intellectual disabilities on an aspect of cognition. Seven cognitive variables were found and compared across 15 studies. These were appraised for their quality using an adapted quality appraisal checklist. The reliability and validity of cognitive measures were also considered. Results and conclusions: Other than for cognitive distortions, the evidence for a relationship between cognitive variables and offending in people with intellectual disabilities is currently limited due to methodological weaknesses and the small number of studies assessing each variable. Clinicians are advised to focus on cognitive distortions until better evidence is available. (Edited publisher abstract)
A systematic review of community psychosocial group interventions for adults with intellectual disabilities and mental health conditions
- Authors:
- BOURNE Jane, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(1), 2022, pp.3-23.
- Publisher:
- Wiley
Background: People with intellectual disabilities have a high risk of developing mental ill-health. Treatment is often neglected and diagnosis is misattributed to a person's disability. Standard psychosocial interventions can improve a person's well-being. This review aimed to understand what interventions are being delivered, any benefits, and future recommendations. Methods: Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines were followed, and the review registered with PROSPERO-CRD42020160254. Databases searched included: MEDLINE, Embase, and PsycINFO. A framework synthesis approach was used to present the findings. Results: There are limited psychosocial interventions offered for this population. When groups are delivered having a creative element, multiple activities over a short period of time, with breaks and group rules outcomes can be improved. Conclusions: Adaptations and reasonable adjustments should be used specifically to a person's ability. A mixed-method design allows people to share their experiences alongside quantitative data that provides clinical information. (Edited publisher abstract)
Barriers and enablers to optimal diabetes care for adults with learning disabilities: a systematic review
- Authors:
- HOLDEN Ben, LEE Andrew
- Journal article citation:
- British Journal of Learning Disabilities, early cite 12 May 2021,
- Publisher:
- Wiley
Background: Individuals with diabetes and a learning disability have poorer health outcomes than those without a learning disability. In the UK, the health inequalities faced by people with learning disabilities are often the result of barriers they face in accessing timely, appropriate and effective health care. The aim of the study was to review relevant literature to identify the barriers and enablers to optimal diabetes care for adults with learning disabilities. Methods: Systematic review methodology was used to answer the research question: What barriers and enablers to optimal diabetes care exist for adults with learning disabilities? This review is reported according to PRISMA guidelines. Key databases were searched using relevant terms. Included studies were synthesised using thematic analysis and were quality appraised. Findings: This review identified 12 barriers to optimal diabetes care for adults with learning disabilities and 14 enablers to optimal care from 10 diverse publications. Low level of diabetes knowledge and understanding and systems that do not allow reasonable adjustments were the barriers considered to have the greatest reliability. The enabler identified to have the highest reliability was person-centred planning and reasonable adjustments. Conclusion: This work highlights key actions that can be undertaken to address inequalities in diabetes care for people with learning disabilities. With additional research in this field, further progress can be made to improve the lives of those adults living with learning disabilities and diabetes. (Edited publisher abstract)
Social networks and people with intellectual disabilities: a systematic review
- Authors:
- HARRISON Rachel Abigail, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(4), 2021, pp.973-992.
- Publisher:
- Wiley
Background: Despite the importance of social networks for health and well‐being, relatively little is known about the ways in which adults with intellectual disabilities in the U.K. experience their social networks. Method: A systematic review was completed to identify research focused on the social networks of adults with intellectual disabilities. Studies published from 1990 to 2019 were identified. Studies were thematically analysed. Results: Quantitative, qualitative and mixed methods studies were analysed to identify key factors influencing social networks. Experiences of people with intellectual disabilities identified themes of identity, powerlessness, inclusion, family and support. These themes are discussed with reference to theories of stigma and normalisation. Conclusions: Stigma and normalisation can be used to better understand the needs, desires and dreams of people with intellectual disabilities for ordinary relationships, from which they are regularly excluded. Implications for policy and practice are discussed in relation to building and repairing often spoiled identities. (Edited publisher abstract)
The impact of self‐advocacy organizations on the subjective well‐being of people with intellectual disabilities: a systematic review of the literature
- Authors:
- TILLEY Elizabeth, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(6), 2020, pp.1151-1165.
- Publisher:
- Wiley
Background: A high sense of subjective well‐being has been associated with more prosocial behaviours, better health, work productivity and positive relationships. The aim of this systematic review was to explore what impact self‐advocacy has on the subjective well‐being of people with intellectual disabilities. Method: The authors reviewed articles focusing on the perspectives of adults with intellectual disabilities engaged with self‐advocacy groups. Searches were performed in PsychINFO, Web of Science, SCOPUS, MEDLINE and CIHNL databases, resulting in 16 articles meeting the inclusion criteria. A framework synthesis approach was used to extract data deductively based on the Dynamic Model of Wellbeing. Results: While self‐advocacy has a positive impact on all domains of the Dynamic Model of Wellbeing, negative impacts associated with participation in a self‐advocacy group were also reported. Conclusions: The benefits of participating in self‐advocacy groups on the well‐being of individuals with intellectual disabilities outweigh the disadvantages. (Edited publisher abstract)
eHealth in the support of people with mild intellectual disability in daily life: a systematic review
- Authors:
- OUDSHOORN Cathelijn E. M., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(6), 2020, pp.1166-1187.
- Publisher:
- Wiley
Background: eHealth has recently made rapid progress in care, support and treatment. However, studies on the use of eHealth to support people with a mild intellectual disability in daily life are limited. A systematic review was conducted to provide an overview of this use of eHealth. Methods: Seven databases were searched for relevant studies and assessed according to the PRISMA guidelines. Descriptive analyses were deployed using the Matching Person to Technology model to evaluate the key areas contributing to successful eHealth use. Results: Most of the 46 studies included were small‐scale case studies and focused on using eHealth to acquire daily living skills and vocational skills. In addition, several studies focused on eHealth use for self‐support in daily living, and three studies focused on remote professional support. Conclusions: eHealth offers opportunities to support people with mild intellectual disability in various different contexts of daily life. Scientific research on this topic is in its early stage, and further high‐quality research is needed. (Edited publisher abstract)
Report of a mixed methods systematic review of literature to inform the development of ‘sustainable safe staffing’ improvement resource in learning disability (LD) services for NHS Improvement
- Authors:
- MAFUBA Kay, GATES Bob, SIVASUBRAMANIAN Madhini
- Publisher:
- University of West London
- Publication year:
- 2016
- Pagination:
- 76
- Place of publication:
- Middlesex
Summarises the best evidence available on sustainable safe staffing levels for multi-disciplinary learning disability teams in order to inform the development of setting-specific sustainable safe staffing guidance for the NHS Improvement National Safe Sustainable Staffing Guidance Programme Board for England. No empirical evidence was located that directly relate to sustainable safe staffing. Three core themes emerged from the review. The first theme, service models, is underpinned by three categories (service design and implementation strategies; clarity of professional roles and service collaboration / integration mechanisms; stakeholder and service user engagement). Four categories underpin the second theme, standards of care (understanding of the context of care; delivering effective care; ensuring effective communication; ensuring high standards of care). The third theme, resources, is made up of three categories (processes for managing resources; developing professional competence; values-based recruitment and retention practices). (Edited publisher abstract)