Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities: applying All Our Health
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2015
- Place of publication:
- London
- Edition:
- Updated 2018
Evidence and guidance to help healthcare professionals to improve the health and wellbeing of people with learning disabilities. Individuals regardless of their age, gender or label should receive care that is based on their unique needs, that is appropriate in its design and effective in its delivery. A learning disability, not to be confused with a learning difficulty such as dyslexia and dyspraxia, is a label given to a group of conditions that are present before the age of 18. This impacts on the way individuals develop in all core areas, and ultimately how they live their lives and access health care. For simplicity, this document has grouped causes and condition. The causes of a learning disability mainly fall into 3 distinct areas, developed in the prenatal period, perinatal period and postnatal period. The guide outlines key facts relating to health and people with a learning disability; core principles for health professionals; and interventions at population, community, and family and individual levels. (Edited publisher abstract)
IAPT and learning disabilities
- Authors:
- CHINN Deborah, et al
- Publisher:
- King's College London
- Publication year:
- 2014
- Pagination:
- 66
- Place of publication:
- London
This study explores the relationships between the Improving Access to Psychological Therapies (IAPT) programme in England and people with learning disabilities and the people and services that support these service users. It looks at the barriers and facilitators facing people with learning disabilities in accessing IAPT and at the strategies and practices that staff employ to support people with learning disabilities to make good use of IAPT services. It also considers what advances are needed at the level of individual staff capabilities, service delivery models, management, commissioning and policy development to ensure equitable access to IAPT for people with learning disabilities. Study findings were drawn from interviews with staff, service users and carers and a wider national online staff survey. They show that the IAPT programme as a whole has not adequately addressed access issues for people with learning disabilities. Some IAPT services exclude people with learning disabilities from the outset, by specifying eligibility criteria that rule them out. The report argues that IAPT services work best for people for learning disabilities when IAPT staff and learning disability staff have developed good working relationships and can co-ordinate their input. It suggests that claims to eligibility may be promoted in the following ways: clearer statements of inclusion in IAPT services for people with learning disabilities; recording systems that allow for monitoring of people with learning disabilities’ access to IAPT; training for qualification of therapists to include material on working with people with learning disabilities, where possible delivered with the involvement of people with learning disabilities; pathways for joint working between IAPT services and local specialist learning disability services; clear goals and targets regarding use of IAPT by people with learning disabilities specified by commissioners and funded appropriately. (Edited publisher abstract)
The rebranding of behavioural approaches for people with learning disabilities and challenging behaviour
- Authors:
- BAKER Peter, SHEPARD John
- Journal article citation:
- Tizard Learning Disability Review, 10(2), April 2005, pp.12-15.
- Publisher:
- Emerald
The author comments on the article 'Positive behavioural support: definition, current status and future directions' in this issue of Learning Disability Review. He also highlights the challenges that exist in attempting to increase the access of people with learning difficulties who present challenging behaviour to positive behavioural support.
Accessibility, efficiency and effectiveness in psychological services for adults with learning disabilities
- Author:
- JACKSON Tom
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.13-18.
- Publisher:
- Emerald
The gap between supply and demand for psychological therapy services is significant, and widely acknowledged. Also well-known is the fact that the health needs for people with learning disabilities are typically far greater than those of the rest of the population, and that they are more likely to experience psychological distress, and other mental health problems. Current moves by the NHS to modernise have led to increased accountability and competition between health providers, who in turn have tried to increase their accessibility, effectiveness and efficiency, thereby increasing access to psychological therapy services and reducing the long waiting times common in recent years. Adaptations to referral pathways and service delivery models in psychological care services have already made changes to how users access these services, and the input they receive. In this paper, the author discuses the Barnsley Learning Disability Service, and the attempts to develop service delivery strategies and modernise referral routes so that delivery of services which better meet the needs of the client group are accomplished. Looking at the service itself, the referral process, and the introduction of triage, the author examines how these have led to improvements in both quality and performance of the services offered, and summarises by examining the positive aspects of the modernisation process.
Reducing exclusions and the use of specialist services for autistic children and young people
- Authors:
- AUTISM EDUCATION TRUST, OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Oxford
This paper sets out good practice in the approach to commissioning services for autistic children and young people. It illustrates a practical application for children and young people of the ‘Ordinary and unique lives for adults with a learning disability and/or autism: a six steps approach’ (Institute of Public Care, 2020) through the implementation of the Autism Education Trust (AET) programme. The programme builds on a model based on the principle that a co-ordinated whole system response to support people and their families during key life episodes could, in some instances, reduce the need for some types of expensive ‘specialist’ provision. The report provides evidence of how the AET programme helps local areas to reduce exclusions and demand on specialist services, which either makes savings for the public purse or enables local authorities to meet the needs of more people without compromising outcomes or increasing budgets. The report finds that the AET programme is a structured, cost-effective approach to skilling up the workforce in mainstream and specialist settings to support autistic children and young people via reasonable adjustments and targeted support and is a good example of the practical application of the IPC whole-system commissioning model for managing demand. (Edited publisher abstract)
A tablet-based program to enable people with intellectual and other disabilities to access leisure activities and video calls
- Authors:
- LANCIONI Giulio E., et al
- Journal article citation:
- Disability and Rehabilitation: Assistive Technology, 15(1), 2020, pp.14-20.
- Publisher:
- Taylor and Francis
- Place of publication:
- London
Purpose: This study evaluated a tablet-based program to help eight participants with moderate intellectual disability, sensory and/or motor impairments, and lack of expressive or expressive and receptive verbal skills to select and access leisure activities and video calls independently. Methods: The program relied on the use of a tablet (i.e., Samsung Galaxy Tab S2 LTE) with 8-inch screen, Android 6.0 Operating System, front camera, proximity sensor and multimedia player. The tablet was fitted with a SIM card and two specific applications, that is, WhatsApp Messenger for making video calls and MacroDroid for automating the tablet’s functioning in accordance with the program conditions. The tablet presented pictures concerning leisure activities and preferred partners for video calls. The participant could select any activity or partner by touching (or nearing his or her hand to) the tablet’s proximity sensor. Results: During the baseline (i.e., without the program), the participants failed to access leisure activities or video calls. During the post-intervention phase (i.e., with the program), they selected and accessed those activities and calls independently and spent between about 75% and 90% of the session time engaging with them. Conclusion: The tablet-based program can be highly beneficial for people like the participants of this study. (Publisher abstract)
An evaluation of mainstream type 2 diabetes educational programmes in relation to the needs of people with intellectual disabilities: a systematic review of the literature
- Authors:
- MAINE Andrew, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.256-279.
- Publisher:
- Wiley
Background: Risk reduction and self‐management programs for type 2 diabetes (T2D) are commonplace. However, little is known about their appropriateness for people with intellectual disabilities (ID). This review evaluates successful components and theoretical basis of interventions and preventions in relation to the needs of people with ID with or at risk of T2D. Method: Characteristics of 23 randomised controlled trialled T2D educational programs were systematically assessed alongside the needs of people with ID, and evaluated in terms of study design and theoretical application. Results: Successful components of programs align to the needs of people with ID. Further adaptations are required to ensure accessibility of materials and social support to enable reflection on illness perceptions and self‐efficacy, as underpinned by Self‐regulation and Social‐cognitive theories. Conclusions: Support is provided for further trials of self‐management and preventative adaptations under development. Impact may be enhanced through preventions aimed at younger groups in educational settings. (Edited publisher abstract)
Consensus statement of the international summit on intellectual disability and Dementia related to post-diagnostic support
- Authors:
- DODD Karen, et al
- Journal article citation:
- Aging and Mental Health, 22(11), 2018, pp.1406-1415.
- Publisher:
- Taylor and Francis
Objectives: Post diagnostic support (PDS) has varied definitions within mainstream dementia services and different health and social care organizations, encompassing a range of supports that are offered to adults once diagnosed with dementia until death. Method: An international summit on intellectual disability and dementia held in Glasgow, Scotland in 2016 identified how PDS applies to adults with an intellectual disability and dementia. The Summit proposed a model that encompassed seven focal areas: post-diagnostic counselling; psychological and medical surveillance; periodic reviews and adjustments to the dementia care plan; early identification of behaviour and psychological symptoms; reviews of care practices and supports for advanced dementia and end of life; supports to carers/ support staff; and evaluation of quality of life. It also explored current practices in providing PDS in intellectual disability services. Results: The Summit concluded that although there is limited research evidence for pharmacological or non-pharmacological interventions for people with intellectual disability and dementia, viable resources and guidelines describe practical approaches drawn from clinical practice. Post diagnostic support is essential, and the model components in place for the general population, and proposed here for use within the intellectual disability field, need to be individualized and adapted to the person's needs as dementia progresses. Conclusions: Recommendations for future research include examining the prevalence and nature of behavioural and psychological symptoms (BPSD) in adults with an intellectual disability who develop dementia, the effectiveness of different non-pharmacological interventions, the interaction between pharmacological and non-pharmacological interventions, and the utility of different models of support. (Edited publisher abstract)
Training therapists to work with people with intellectual disability in Improving Access to Psychological Therapies (IAPT) services
- Authors:
- DAGNAN Dave, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.760-767.
- Publisher:
- Wiley
Background: Current policy in the England suggests that people with intellectual disabilities should, where possible, access mainstream mental health services; this should include access to mainstream therapy services. It is likely that mainstream therapists will need training and support to work with people with intellectual disabilities. Method: Sixty‐eight therapists working in an English Improving Access to Psychological Therapies (IAPT) service received one‐ or 2‐day training on working with people with intellectual disabilities. Measures of confidence, general therapeutic self‐efficacy and attitudes to people with intellectual disabilities’ use of mainstream mental health services were completed pre‐training, post‐training and at 3‐month follow‐up; at which time, 12 participants were interviewed about the impact of the training on their practice. Results: There was a significant positive change in all measures immediately post‐training which was maintained at 3‐month follow‐up. Conclusions: Training considerations for mainstream therapists who may work with people with intellectual disabilities are discussed. (Edited publisher abstract)
Feeling down: improving the mental health of people with learning disabilities.
- Author:
- BURKE Christine-Koulla
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- London
This report is aims to raise awareness among policy makers, commissioners and health and social care services and promote positive mental health of people with learning disabilities. It draws on a literature review, a national survey and focus groups, and real life case studies. The report begins by providing the context of the mental health needs of people with learning disabilities, drawing on the findings of a literature review. It then presents the results from a national survey and focus groups which look at the experiences of people with learning disabilities, their families, friends and staff when accessing support for their mental well-being. The final sections of the report provide recommendations for improving the mental health of people with learning disabilities. The report found that people with learning disabilities experience high levels of mental health problems. It also found that access to mental health services, assessment and treatment for this group needs to be improved. (Edited publisher abstract)