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Service audit pilot report
- Author:
- McCUE Michael
- Publisher:
- Joint Improvement Team
- Publication year:
- 2011
- Pagination:
- 16p.
- Place of publication:
- Edinburgh
The Scottish Government Mental Health Division established the National Co-Morbidity Working Group in 2007. The initial focus of this working group was on the use of in-patient and related services for people with a learning disability with mental health needs. This document provides an overview of efforts to expand the remit of the National Co-Morbidity Working Group to include a re-consideration of the scope of services for people with a learning disability, offending behaviour and autistic spectrum difficulties. A work plan was developed, which included the aim of identifying the most responsive models of service for this client group via a detailed analysis of existing international, national and local service models and key service model characteristics. The outcome of this modelling work was the development of a set of 22 Key Service Model Characteristics (KSMC), which appear to be predictive and reflective of responsive services for individuals with complex support needs. The KSMC was used to evaluate the quality and service governance processes of Turning Point Scotland (TPS). In addition, a workshop event was held with the Risk Management Team of TPS which aimed to evaluate the KSMC as a template for real service review and development.
Citizenship in further education: next steps in personalised transition: a discussion paper in association with ibk iniatives and Maddocks Associates
- Authors:
- MURRAY Pippa, SHEPHERD Jane
- Publisher:
- Centre for Welfare Reform
- Publication year:
- 2011
- Pagination:
- 12p.
- Place of publication:
- Sheffield
This discussion paper outlines the need for, and the possibility of, significant progress in personalising support in further education for young disabled people. Currently, many young people with profound and multiple learning disabilities are not provided opportunities to extend their learning, but instead are offered day centre provision or out of area residential placements. Residential colleges and care homes cost a great deal, seldom have a positive impact on people’s lives, and rarely lead to improved outcomes. This proposal supports the development of local further education in order that young people with profound and multiple learning disabilities going to Further Education colleges are helped to create meaningful and fulfilling lives. It argues that a personalised response creates a greater chance of disabled adults remaining within their communities as opposed to going into residential care homes. In addition, a personalised package is likely to offer significant cost savings over residential care.
Comparing residential programmes for adults with autism spectrum disorders and intellectual disability: outcomes of challenging behaviour and quality of life
- Authors:
- GERBER F., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 55(9), September 2011, pp.918-932.
- Publisher:
- Wiley
Behavioural challenges have limited research using quality of life (QoL) as a treatment outcome in autism spectrum disorders (ASD) and intellectual disabilities (ID). This study combine QoL measures and objective observations of challenging behaviours (CB) to evaluate changes in adults with ASD and ID treated in different residential programmes in Switzerland. The authors hypothesised that a decrease in CB would be related to an improved QoL. This 45-month study followed 31 adults with ASD and ID who had been integrated into two residential programmes Autism Programme with a Structured Method (PAMS) vs. traditional programme for ID (No-PAMS)] for 2–19 years. QoL [Quality of Life Inventory in a Residential Environment (IQVMR)] and severity of autistic features (Childhood Autism Rating Scales) were evaluated annually. CB, as measured by the Aberrant Behaviour Checklist (ABC), including stereotypic behaviour and inappropriate speech, were repeatedly assessed every 3 months. In the PAMS programme, stereotypic behaviour and inappropriate speech (ABC scores) significantly decreased, and the IQVMR total score increased; in contrast, in the No-PAMS group, ABC scores did not change and the IQVMR total score decreased. Further analysis partially confirmed that the PAMS programme had an effect on CB and that QoL improvement did not directly depend on the type of programme but on reducing CB as measured by the ABC.
Back in the community
- Author:
- MURISON Sanchi
- Journal article citation:
- Learning Disability Today, October 2011, pp.34-35.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes the journey from chemical and physical restraint to community living for Jason, a 29 year old man with a diagnosis of autism spectrum disorder and moderate learning disability. In 2009, Jason was sectioned and remained in an assessment and treatment centre where he was managed using physical restraint and frequent sedative medication with serious side-effects. This changed in 2010 when Jason moved into a flat in Wolverhampton supported by not-for-profit autism and learning disability support provider Dimensions. The flat is in a purpose-built block for people with autism specifically engineered to create a low arousal environment to meet their sensory needs and to encourage independent living. The Dimensions behaviour support team comprises behaviour analysts whose role is to help individuals with autism to achieve their goals. The article describes the improvements to Jason’s quality of life and his increased involvement in the community using this care approach.
Follow the pathway
- Author:
- PRIORITY GROUP
- Journal article citation:
- Learning Disability Today, October 2011, p.32.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Priory Group, a market leader in acute mental health services and specialist education services, has acquired Craegmoor, a provider of support services for people with learning disabilities and autism. This acquisition has provided the opportunity to develop a co-ordinated and seamless care pathway to meet the needs of people with a learning disability or an autistic spectrum condition. The advantage of the new integrated care pathway offered by Priory and Craegmoor is the ability to share knowledge and experience of what works, bringing together learning disabilities and healthcare to ensure a seamless care pathway. The new group has embraced Craegmoor’s ‘Your Voice’ programme to ensure that everybody who uses the services in the pathway has a say in how their own support is provided.
Using contact work in interactions with adults with learning disabilities and autistic spectrum disorders
- Authors:
- BROOKS Sharon, PATERSON Gail
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.161-166.
- Publisher:
- Wiley
People with learning disabilities and additional autistic spectrum disorder are at risk of becoming socially isolated because of their difficulties in interacting with others. This article describes a project which used contact work with people with learning disabilities and autistic spectrum disorder in a residential setting. Contact work is a form of Pre-Therapy, which is a person-centred approach which focuses on psychological contact. The approach has been developed using the idea of contact reflections for use with people who find it difficult to establish psychological contact because of their emotional, mental health or cognitive problems. The approach was used with 2 clients with learning disabilities and autistic spectrum disorder. Both clients were offered 10 individual sessions using contract reflections with speech and language therapists. The sessions were evaluated using a tool created for the project that was designed to measure different contact behaviours. The impact of the project on both clients and therapists is discussed, and was felt to be useful on a subjective level. In addition, the measurement tool is discussed, and found to be useful in collecting quantitative data but requires additional work to capture the more qualitative aspects of the work.
Is our legal, health care and social support infrastructure neurodiverse enough? How far are the aims of the neurodiversity movement fulfilled for those diagnosed with cognitive disability and learning disability?
- Authors:
- MACKENZIE Robin, WATTS John
- Journal article citation:
- Tizard Learning Disability Review, 16(1), January 2011, pp.30-37.
- Publisher:
- Emerald
Neurodiversity activists represent a number of those diagnosed with autistic spectrum disorders who claim that this diagnosis should be considered as indicating a difference rather than dysfunction or disability. They suggest that autism should be considered a category much like gender or ethnicity. This article examines what legal structures and health and social care systems would be appropriate to promote neurodiversity, and how far this infrastructure in the UK today meets these criteria for those diagnosed with cognitive disability and learning disability.
The impact of autism or severe challenging behaviour on lifestyle outcome in community housing
- Authors:
- FELCE David, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(2), March 2011, pp.95-104.
- Publisher:
- Wiley
This study examined whether the characteristic of autistic spectrum disorders had an impact on lifestyle among adults living in staff-supported community housing. Data included adaptive and challenging behaviour, social impairment, attention from staff, social and community activities, household participation and engagement in activity of 427 adults living in 146 staff-supported community houses in south Wales. Findings revealed that, after controlling for adaptive behaviour, there were no significant differences between those with and without the triad of impairments, although people with severe challenging behaviour received significantly more staff attention but were similar in terms of social, community and household activities. Results support previous findings that low adaptive behaviour had a negative impact on lifestyle. Compared with this, the presence of autistic spectrum disorders or severe challenging behaviour has little effect.
Forensic issues in adolescents with developmental disabilities
- Authors:
- GRALTON Ernest, ed.
- Publisher:
- Jessica Kingsley
- Publication year:
- 2011
- Pagination:
- 287p.
- Place of publication:
- London
The book provides a comprehensive account of forensic issues in adolescents with a wide range of developmental disabilities, including autism spectrum disorders, acquired brain injury, developmental traumatology, and complex comorbidities. It examines the processes involved in working with this client group in forensic settings, and explores the ways in which their needs differ from those of other young people who engage in high risk behaviour or offending. The book covers assessment, intervention and treatment options for adolescents with developmental disabilities. It describes the obstacles, challenges and opportunities to consider when working with this population, and the role played by various professionals, including those working in forensic psychiatry and psychology, occupational therapy, physiotherapy, education, art psychotherapy and social work. The book also outlines the issues to consider when working in secure and community settings as well as the legal aspects of working with this client group, and the complex issues surrounding risk assessment. It is likely to be of interest to a wide range of professionals working with adolescents with developmental disabilities.
Developing a policy for sexual health education for children and young people with Autism Spectrum Disorders and learning disabilities
- Author:
- BALLANTYNE Diane
- Journal article citation:
- Scottish Journal of Residential Child Care, 11, October/November 2011, pp.58-64.
- Publisher:
- Department of Social Work. University of Strathclyde.
Linn Moor School provides care and education for 22 children with severe and challenging behaviour. Around 80% of these children have a diagnosis of Autistic Spectrum Disorders (ASD) and all have some form of learning disabilities. Due to these difficulties, providing sexual health education has been a challenge and there has never been a whole-school approach. The aim of this paper is to discuss the importance of providing sexual health education to children with ASD, and to describe the development of a sexual health education policy and programme within the school. It was decided that sexual health education should be delivered using a staged approach, starting from a very basic level but teaching topics that were most necessary to reduce risk to individuals with ASD. An assessment form was designed by the occupational therapist for staff to be able to design individual protocols for each student based on their current understanding. The policy action plan included consultation with staff and parents, setting targets, researching the available policies in the sector, and writing a training course. The article concludes by emphasising the importance of policy and training in the area of sexual health education.