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Mandatory training about learning disability and autism for health and social care provider staff
- Author:
- LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Local Government Association
- Publication year:
- 2022
- Place of publication:
- London
A briefing on mandatory training about learning disability and autism for health and social care provider staff. Key messages include: from 1 July 2022, health and social care providers registered with CQC (Care Quality Commission) must ensure that their staff receive training on learning disabilities and autism appropriate to their role; this new legal requirement follows Baroness Sheila Hollins' successful amendment to the Health and Care Act 2022 in the Lords; on July 1, the Care Quality Commission issued guidance and updated regulations on compliance with this requirement for providers; DHSC (Department of Health and Social Care) will be consulting on and publishing a Code of Practice for the sector which may take twelve months to develop; the act does not specify the Oliver McGowan Mandatory Training in learning disability and autism which has been developed and will become available soon, however national partners would recommend this as the best way to cover some of the critical learning outcomes staff will need. (Edited publisher abstract)
Evaluation of the Oliver McGowan mandatory training trial in learning disability and autism
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2022
- Pagination:
- 90
- Place of publication:
- Bath
This report sets out the findings from an evaluation of the Oliver McGowan Mandatory Training Trial in Learning Disability and Autism, which aims to ensure that staff working in health and social care are better able to understand the needs of autistic people and people with a learning disability, resulting in improved services, less health inequality and the elimination of avoidable death. Three different training packages were trialled and evaluated (Training A, B and C). Each training package had two components: Tier 1 Training, designed for those who require a general awareness of autistic people/people with a learning disability and the support needed; Tier 2 Training, designed for those who may need to provide care and support for autistic people/people with a learning disability. Developing a standardised training package that is effective for large groups of staff across different settings will inevitably pose a challenge. The evaluation concludes that the Oliver McGowan Training is a unique opportunity to make a difference to the lives of autistic people and people with a learning disability. While the data can inform decisions about the content and mode of training, the main challenge now will be how to ensure consistent, high-quality delivery of the training and to ensure it leads to an improvement in the delivery of care and support to people with a learning disability and autistic people. There is a need for longer-term work to explore the impact of this training on health and social care provision for people with a learning disability and autistic people. (Edited publisher abstract)
'Right to be heard': the Government's response to the consultation on learning disability and autism training for health and care staff
- Author:
- GREAT BRITAIN. Department of Health and Social Care
- Publisher:
- Great Britain. Department of Health and Social Care
- Publication year:
- 2019
- Pagination:
- 55
- Place of publication:
- London
Government response to the consultation on proposals for introducing mandatory learning disability and autism training for health and social care staff. This publication provides an analysis of the 5,155 responses received and sets out the Government’s plans to implement mandatory training. Areas covered by the consultation were: the planned content of the training; staff roles and training; how the training should be delivered; how to involve people with learning disabilities and autistic people in training; and; how the training should be mandated, monitored and evaluated in terms of its impact. The consultation found there was overwhelming support for the principle of mandatory training. Respondents also felt that having face to face component to training is important; training should involve people with lived experience; and that training must be proportionate to the requirements of the file. The document includes an action plan of Government commitments. (Edited publisher abstract)
The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism
- Authors:
- JACKSON Sarah, DUPEROUZEL Helen
- Journal article citation:
- Good Autism Practice, 13(1), May 2012, pp.64-68.
- Publisher:
- British Institute of Learning Disabilities
Many adults with autism are not receiving enough support to meet their needs. This lack of effective support often leads to frustration, deterioration in their behaviour, and a label of challenging behaviour. This article describes a pilot staff training programme designed to increase awareness of autism-specific interventions. The training was designed for 26 core staff members (5 registered nurses and 21 support workers) working in 2 low-security flats within a hospital ward in Lancashire. These staff supported 7 service users diagnosed with autism and learning disabilities who also displayed extremes of challenging behaviour. Meetings with key stakeholders highlighted 4 themes that were pertinent to the 7 service users: environmental support; communication strategies; behavioural approaches; and person-centred approaches. These themes formed the basis of the training package. The training was delivered in 8 sessions over a 2 month period. The training was evaluated using questionnaires administered to all the staff pre- and post-training, and qualitative staff interviews conducted with 17 staff. The findings showed that the training led to a marked decrease in challenging behaviour as well as to a significant increase in staff knowledge.
Personal hygiene?: what's that got to do with me?
- Author:
- CRISSEY Pat
- Publisher:
- Jessica Kingsley
- Publication year:
- 2005
- Pagination:
- 94p.
- Place of publication:
- London
This book presents a curriculum developed for students with autism, Asperger's Syndrome, learning and developmental disabilities, designed to help them understand how others perceive their appearance and the social implications of neglecting personal hygiene. Simple factual information is accompanied by humorous cartoons that emphasize how others view someone with poor hygiene. Step-by-step cartoons explain exactly what the student needs to do to ensure good hygiene. Quizzes and activity pages provide numerous opportunities for repetition and reinforcement of the key points. There are also hands-on activities to demonstrate why and how to perform various hygiene tasks. Several social stories are also provided, along with a set of worksheets that help students set up a daily schedule to allow time for completing necessary hygiene tasks.
Evaluation of the Oliver McGowan mandatory training in learning disabilities and autism: an interim report
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2021
- Pagination:
- 37
- Place of publication:
- Bath
This interim report summarises the progress made so far in the trial of the Oliver McGowan Mandatory Training in Learning Disability and Autism. The aim of the training is to ensure staff working in health and social care are better able to understand the needs of autistic people and people with learning disabilities, provide improved services, reduce health inequality, and eliminate avoidable death. As of October 2021, sites are still delivering training and the evaluation team continues to collect data. The evaluation explored what works and for whom in learning disability and autism training; the estimated costs associated with the wider rollout of the mandatory training; the potential challenges and barriers to rolling out the programme; evidence that learning disability and autism training delivered through the trial has led to an improvement in the delivery of care and support to people with learning disability and autism. Broadly speaking, the Tier 1 training from all the sites has been well received across all the modes of delivery. There is strong evidence that the involvement of people with lived experience is central to people’s positive experiences of the training. We find it encouraging that there are early signs that the Tier 1 training alone is making a difference to people’s knowledge, skills and confidence. The real impact of this training will be known when we complete the follow-up surveys and interviews and can explore if people have been able to put this into practice. (Edited publisher abstract)
Workforce guidance for mental health, learning disabilities and autism, and specialised commissioning services during the coronavirus pandemic
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publisher:
- NHS England
- Publication year:
- 2020
- Pagination:
- 9
- Place of publication:
- Redditch
This document provides mental health, learning disabilities and autism, and specialised commissioning workforce guidance and considerations to ensure safety in the workplace is maintained during the COVID-19 outbreak. It is intended to support the local contingency planning for a range of resource-constrained scenarios and covers general principles; ways in which staff work; releasing time to care; training and CPD; and safer staffing models. (Edited publisher abstract)
Learning disability and autism training for health and care staff: a consultation
- Author:
- GREAT BRITAIN. Department of Health and Social Care
- Publisher:
- Great Britain. Department of Health and Social Care
- Publication year:
- 2019
- Pagination:
- 39
- Place of publication:
- Leeds
Government consultation on the training and development health and social care staff need to better support people with a learning disability or autistic people, and making reasonable adjustments to support them. The consultation seeks views on the planned content of the training, how the training should be delivered, how to involve people with a learning disability or autistic people in training, and on mandating, monitoring and evaluating training. The consultation runs until 12 April 2019. (Edited publisher abstract)
Improving vision awareness in autism services: evaluation of a dedicated education programme for support practitioners
- Authors:
- LONG Joseph J., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(2), 2018, pp.e244-e252.
- Publisher:
- Wiley
Background: The research reported here sought to evaluate whether a dedicated education programme in vision awareness improved the knowledge and skills of autism support practitioners in identifying visual impairment in autistic people with intellectual disabilities and providing better support to those individuals identified as visually impaired. Methods: Researchers undertook a mixed methods evaluation. A survey questionnaire was devised and administered before and after training and focus groups were undertaken in order to gain qualitative data relating how practitioners implemented their learning in practice. Results: Knowledge confidence and practice confidence scores of participants were significantly improved by the programme, which maintained its impact one year on. Practitioners reported increased access to optometry, changes to support practice and improvements to service environments as a result of the training. Conclusion: Autism support practitioners’ skills in identifying and supporting people with visual impairments were demonstrably enhanced through dedicated vision training. (Publisher abstract)
A video feedback intervention for workforce development: exploring Staff perspective using longitudinal qualitative methodology
- Authors:
- JAMES Deborah Michelle, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(2), 2016, p.111–123.
- Publisher:
- Wiley
Background: In this study, we explored the impact of staff training that used video feedback to help staff see the effect of their interactional work with service users. The study was based at a large organisation delivering services for children and adults with autism. Materials and Methods: A longitudinal qualitative study with semi-structured interviews was conducted to explore changes over time in 10 staff participants who received the intervention. Five participants were interviewed twice before they received the video feedback intervention to gauge the degree to which their perspective changed as part of the natural course of their working lives. Results: The results showed that the staff talked differently after they had the intervention. The most notable change was their talk about the service user perspective which was evident after the intervention but not before. Conclusions: The outcomes suggest that the use of video feedback of in situ practice could help staff develop person-centred work practices. (Publisher abstract)