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Why we need local pathways for children with learning disabilities and/or autism whose behaviours challenge (including those with a metal health condition)
- Authors:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION, CHALLENGING BEHAVIOUR FOUNDATION
- Publishers:
- National Development Team for Inclusion, Challenging Behaviour Foundation
- Publication year:
- 2017
- Pagination:
- 5
- Place of publication:
- Bath
Building the Right Support (NHS England et al., 2015) sets out a national plan to develop community services and close inpatient facilities for people with a learning disability and/or autism who display behaviour that challenges. This plan covers children and young people, and includes a new service model of local support arrangements to prevent admission. This explanatory note explains why local pathways are needed to improve outcomes for children and families, target public funding more effectively, and fulfil the duties under the Children and Families Act 2014. It also lists the range of organisations who are responsible for the development and delivery of local pathways. It is one of a set of three resources commissioned by the NHS England Transforming Care Programme help Transforming Care partnerships, local authorities and CCGs to work together with local families. (Edited publisher abstract)
The effect of diagnostic label on care staff's perceptions of cause of challenging behaviour in individuals with learning disabilities
- Authors:
- GIFFORD Clive, KNOTT Fiona
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.322-328.
- Publisher:
- Wiley
Background: This study investigated whether care staff's causal attributions and emotional reactions to the challenging behaviour displayed by service users were influenced by the service user's diagnostic label. Materials and Method: One hundred and twenty care staff were randomly allocated to one of three conditions. Participants viewed a video of a senior staff member describing a service user, varying only in diagnostic label (autism, learning disability or Down syndrome). Participants then rated their endorsement of possible causes and emotional reactions to challenging behaviour. Results: Participants in the autism and Down syndrome groups made more use of biomedical causes and less use of learned behaviour as an explanation for challenging behaviour than those in the learning disabilities group. Those in the former groups reported more positive and fewer negative emotions than those in the learning disabilities group. Conclusions: The way staff viewed people with learning disabilities was affected by their diagnostic label. Implications for further research and training have been discussed. (Edited publisher abstract)
Making it happen: take action to get people with a learning disability, autism and/or challenging behaviour out of inpatient units. A guide for campaigners about Transforming Care Partnerships
- Authors:
- MENCAP, CHALLENGING BEHAVIOUR FOUNDATION, NATIONAL AUTISTIC SOCIETY
- Publisher:
- Mencap
- Publication year:
- 2016
- Pagination:
- 12
- Place of publication:
- London
Guide to help local groups and individuals campaign for change to enable people with a learning disability, autism and/or challenging behaviour to move from inpatient units into the community. The guide highlights NHS England's promise in 'Building the Right Support' to close 35-50 per cent of inpatient beds and develop the right support in the communities by March 2019. It sets out the scale of the challenge and outlines the role of the 48 Transforming Care Partnerships, set up to implement NHS England's plans. The guide then provides advice on how campaigning groups and individuals can contact local Transforming Care Partnerships to find out more about their plans and find out what is being done to develop the right support. It includes a template letter to help contact local Partnerships; a checklist of key principles that should be included in Transforming Care Partnership plans; and a list organisations that can provide further support. (Edited publisher abstract)
Learning disabilities statistics: annual overview, England 2015-2016, experimental statistics: executive summary
- Author:
- HEALTH AND SOCIAL CARE INFORMATION CENTRE
- Publisher:
- Health and Social Care Information Centre
- Publication year:
- 2016
- Pagination:
- 19
- Place of publication:
- Leeds
This annual overview collates information from a range of statistics on people with learning disabilities and/or autistic spectrum conditions. It focuses on the Assuring Transformation collection where data is at national level providing information on patients with learning disabilities and/or autism spectrum disorder receiving inpatient care commissioned in England. The data covers the year ending 29 February 2016. This summary presents key measures at England level, additional data tables show the breakdowns at Clinical Commissioning Group and provider levels. Key facts reported include: 2,650 patients were receiving inpatient care at the end of February 2016 compared to 2,820 at the end of February 2015; there were 1,800 admissions/transfers to inpatient care; and 1,970 discharges/transfers from inpatient care. A total of 895 people have been receiving continuous inpatient care for over 5 years. (Edited publisher abstract)
Supported work experience and its impact on young people with intellectual disabilities, their families and employers
- Authors:
- BEYER Stephen, MEEK Andrea, DAVIES Amy
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(3), 2016, pp.207-220.
- Publisher:
- Emerald
Purpose: The Real Opportunities project set out to implement a number of the approaches identified through research that can assist transition to adulthood in nine local authority areas in Wales. Supported work experience was delivered by small job coaching teams in each area. The purpose of this paper is to establish the impact of the work experience and employment teams by describing the placements provided, any change in the skills of young people, and the responses to the placements by employers, young people and their families. Design/methodology/approach: Data were collected over 24 months by participating employment services. Questionnaires were administered to employers. Interviews were carried out with a sub-sample of young people (24) participating and a family member (25). Findings: Over a 24-month period 297 young people received supported work experience. In total, 262 young people had an intellectual disability, 35 an autistic spectrum disorder. Up to three placements were delivered to each person, averaging five weeks per placement, with 405 placements in total. In total, 62 per cent of those with two placements had a different category of second work placement to their first. These numbers demonstrated that work experience in community placements is possible with support. Young people improved work skills significantly between first and second placements. Employers reported high satisfaction rates with the young person’s work in a range of key performance areas and company benefits from participation for other staff, company image and customer relations. Interviews with 24 young people and 25 of their family members reported satisfaction with support and placements. Six young people had paid work now, and 33 per cent said they would get a job at some future time. Families reported changes in young person’s outlook but their view of prospects of employment remained pessimistic due to the external environment. Research limitations/implications: Implications for future research are discussed. Practical implications: Implications for transition are discussed. Originality/value: The paper provides new insight into the impact of a large number of supported work experience placements. (Publisher abstract)
People with learning disabilities in the criminal justice system: a guide for carers and learning disability services
- Author:
- ARC England
- Publisher:
- ARC England
- Publication year:
- 2016
- Pagination:
- 28
- Place of publication:
- Chesterfield
A practical guide providing information for people who support someone with a learning disability, or someone with autism, who comes into contact with the criminal justice system. The guide explains: what happens when people get into trouble, what you can expect, what rights people have, and where to go to for help. The guide looks at all stages of the criminal justice system, from police custody through to courts, prison and probation. (Edited publisher abstract)
From long-stay hospitals to community care: reconstructing the narratives of people with learning disabilities
- Authors:
- LEARNING Brian, ADDERLEY Hope
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.167-171.
- Publisher:
- Wiley
Raymond, a 62 year old gentleman diagnosed with severe and profound learning disabilities, autistic spectrum disorder and severe challenging behaviour, who had lived in long stay campus-based hospital accommodation for 46 years was supported to move to a community project developed to support people to live in their own bespoke flat. This narrative case study describes the journey that Raymond took from institutionalised care to community life. (Publisher abstract)
A preliminary investigation into the effectiveness of a group-delivered sleep management intervention for parents of children with intellectual disabilities
- Author:
- STUTTARD Lucy
- Journal article citation:
- Journal of Intellectual Disabilities, 19(4), 2015, pp.342-355.
- Publisher:
- Sage
- Place of publication:
- London
Sleep problems are more prevalent and severe among children with intellectual disabilities and autism compared to typically developing children. Training parents in behavioural approaches to manage sleep problems is advocated. However, delivering such interventions via groups is novel. This article reports the findings from a preliminary evaluation of a group-delivered intervention routinely delivered by a Child and Adolescent Mental Health Service Learning Disability team in England. For this purpose, parents (n = 23) of children with intellectual disabilities were recruited. The Children’s Sleep Habits Questionnaire, Parents’ Sense of Competence Scale and parent-set goals captured outcomes at pre-intervention, post-intervention and 3- and 6-month follow-up. Intervention delivery costs were collected. Take-up was high (86%), and no parent dropped out. Statistically significant improvements in night wakings, parent-set goals and parents’ sense of efficacy were observed. The estimated mean cost of delivering each intervention was British (GBP) £1570. Findings suggest the intervention is a low-cost, acceptable service warranting further evaluation. (Publisher abstract)
The effectiveness of intensive interaction, a systematic literature review
- Authors:
- HUTCHINSON Nick, BODICOAT Anna
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(6), 2015, p.437–454.
- Publisher:
- Wiley
Background: Intensive Interaction is an approach used for communicating with people with profound and multiple intellectual disabilities or autism. It has gained increased recognition as a helpful technique, but the evidence has not been systematically reviewed. Method: Computerized and hand searches of the literature were conducted using synonyms for ‘intellectual disabilities’, ‘autism’ and ‘intensive interaction’. Results: Fifteen quantitative and three qualitative papers were identified examining the efficacy of the approach with participants across the age range in both educational and residential settings. Conclusions:Studies were limited by the quality of reporting and difficulties conducting good quality, ethically sound research with participants with PMID. Staff support should be considered in training to aid implementation of interventions. Studies attempted to investigate whether Intensive Interaction builds social interactions or reduces repetitive or self-injurious behaviour. More research needs to be conducted before conclusions can be drawn regarding the efficacy of this approach. (Publisher abstract)
Identifying offenders with an intellectual disability in detention in The Netherlands
- Authors:
- KAAL Hendrien L., NIJMAN Henk L.I., MOONEN Xavier M.H.
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(2), 2015, pp.94-101.
- Publisher:
- Emerald
Purpose: The Dutch Custodial Institutions Agency has commissioned a number of research projects on offenders with intellectual disabilities (ID) in prison. A continuing problem has been that it is not known what the prevalence of ID in Dutch prisons is, and how to identify ID in individual detainees. The paper aims to discuss these issues. Design/methodology/approach: With this in mind a screening instrument (screener for learning disabilities and intelligence (SCIL)) has been developed that screens for IQ < 85. This instrument has been piloted in four different penitentiary institutes. Findings: The papers briefly describes the results of the studies preceding the pilot before turning to the pilot itself. The pilot shed light on what considerations need to be taken into account when implement screening for ID in the current prison system, and on the potential added value for prison staff of knowing whether a detainee possibly has an ID. In addition, the pilot gave some insight into the characteristics of Dutch prisoners. Originality/value: The main conclusion is that the SCIL can be successfully implemented within these settings, provided that sufficient attention is being paid to the advance instructions to staff and to the introduction of the screening to the detainees. (Publisher abstract)