Search results for ‘Subject term:"learning disabilities"’ Sort:
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A preliminary investigation of the utility of the "Behavior Support Plan Quality Evaluation Guide II" for use in Australia
- Authors:
- WEBBER Lynne S., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 36(4), December 2011, pp.273-277.
- Publisher:
- Taylor and Francis
In Victoria, Australia, the Disability Act 2006 specifies that all people receiving a government-funded disability service and who are subject to a restrictive intervention (such as a chemical or mechanical restraint) must have a behaviour support plan. The quality of behaviour support plans can be an important influence on the quality of the support provided to people with disability who show challenging behaviours. The Behavior Support Plan Quality Evaluation Guide II has been used to assess behaviour support plans to support children in schools in the United States. This study examined its usefulness for assessing behaviour support plans designed for adults with an intellectual disability in community support services in Australia. The researchers surveyed experienced practitioners about the relevance of the evaluation guide components, and an audit was conducted of randomly selected behaviour support plans submitted as a statutory requirement. The findings showed evidence of acceptable validity and reliability, and evidence of the need for substantial improvement in the quality of behaviour support plans. The authors conclude that the findings support the utility of the Behavior Support Plan Quality Evaluation Guide II to inform and evaluate service planning in supporting adults with intellectual disability who show challenging behaviour.
Assessing behaviour support plans for people with intellectual disability before and after the Victorian Disability Act 2006
- Authors:
- PHILLIPS Louise, WILSON Linda, WILSON Erin
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 35(1), March 2010, pp.9-13.
- Publisher:
- Taylor and Francis
A behaviour support plan is a written explanation of the challenging behaviour and the strategies service providers use to address these. This study aimed to identify the extent to which behaviour support plans for people with intellectual disability are inclusive of best practice criteria, with a comparison made prior to and following proclamation of the Disability Act (2006) in Victoria, Australia. The study used a data collection instrument developed by the researchers incorporating best practice criteria as identified in the review of literature and Victorian legislative requirements. The instrument was used to assess a sample of behaviour support plans. Findings suggested that best practice criteria were inadequately included in behaviour support plans with little difference between pre- and post-Act plans. In conclusion, the authors suggest that the results of the study revealed that disability support staff were ill equipped to undertake the complex assessments, planning, and implementation associated with behaviour support strategies, despite the legislative framework that guides and directs this intervention.
Adult - community CRT. Workbook 1: Care and Treatment Review (CTR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 23
- Place of publication:
- London
A workbook for panel members to record their findings during a Care and Treatment Review (CTR) for adults with autism or learning disabilities in the community. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The KLOEs, are: Does the person need to be in hospital?; Is the person receiving the right care and treatment?; Is the person involved in their care and treatment?; Are the person’s health needs known and met?; Is the use of any medicine appropriate and safe?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Is there active planning for the future and for discharge?; and Are family and carers being listened to and involved? It will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of CTR and Care, Education and Treatment Review panels. (Edited publisher abstract)
Adult - hospital CTR (secure). Workbook 3: Care and Treatment Review (CTR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 23
- Place of publication:
- London
A workbook for panel members to record their findings during a Care and Treatment Review (CTR) for adults in a secure hospital setting. The workbook is based on the key lines of enquiry (KLOE), shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The KLOEs, are: Does the person need to be in hospital?; Is the person receiving the right care and treatment?; Is the person involved in their care and treatment?; Are the person’s health needs known and met?; Is the use of any medicine appropriate and safe?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Is there active planning for the future and for discharge?; and Are family and carers being listened to and involved?. The workbook will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of CTR and Care, Education and Treatment Review panels. (Edited publisher abstract)
Person-centred planning: implementation manual for promoting positive outcomes for people with learning disabilities
- Author:
- TOOGOD Sandy
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 100p., CD ROM
- Place of publication:
- Brighton
This resource is designed to support planning for a better personal future. Active support is a way of organising home and community life to promote person-centred outcomes relating to activity and social engagement; it is argued that active support makes person-centred outcomes possible. The manual is a practical 'how to' guide providing a framework for person-centred planning while emphasising that the person-centred content is far more important to the person than the framework used to describe it. Similarly person-centred action is considered more critical to securing person-centred outcomes than the written content of a person-centred plan. The approach has been particularly beneficial for people living in ordinary homes with 24-hour support from staff, people with severe or profound intellectual disabilities, people with severe communication difficulties, those who display challenging behaviour, and people who have autism. The resource is aimed at support staff, personal assistants, service professionals, person-centred planning advocates, and family and friends of the individual receiving support. It is supplied as a wire-bound manual with an accompanying CD-rom containing forms and tools.
Including people with intellectual disabilities in the development of their own positive behaviour support plans
- Author:
- BREEZE James
- Journal article citation:
- Tizard Learning Disability Review, 26(4), 2021, pp.199-205.
- Publisher:
- Emerald
Purpose: People with intellectual disabilities are not routinely involved in the assessment of their behaviours that challenge, as this is often completed by a proxy respondent and the health-care professional. This is contrary to guidance stating that everyone should be involved in the planning of their care. This paper aims to show how health-care professionals can support people with intellectual disabilities to engage in the assessment of their behaviours that challenge and the subsequent development of their own positive behaviour support (PBS) plans. Design/methodology/approach: A non-systematic review of the existing literature on improving the engagement of people with learning disabilities in health-care planning, and specifically PBS planning, was undertaken. Appropriate papers were included in this paper. Findings: There are several evidence-based methods to improve people’s engagement in the assessment of their own behaviours that challenge and then the development of their PBS plans. These methods are discussed in terms of their application to supporting people to communicate and involving them in the process of developing a valid and meaningful PBS plan. This is a relatively new focus within the literature, and further research should focus on increasing engagement in the process, as well as monitoring how co-production affects PBS outcomes. Originality/value: This paper summarises some of the approaches used to support people with intellectual disabilities to engage in the assessment of their behaviours that challenge and the development of their own PBS plans. This should encourage health-care professionals to consider how to use alternative and augmentative communication strategies to facilitate co-production in their own clinical practice. (Edited publisher abstract)
Arranging and paying for training in positive behavioural support
- Authors:
- SKILLS FOR CARE, SKILLS FOR HEALTH
- Publisher:
- Skills for Care
- Publication year:
- 2019
- Pagination:
- 23
- Place of publication:
- Leeds
A guide for people involved in designing, delivering or commissioning positive behavioural support (PBS) training in adult social care organisations. The guide explains what staff need to know to deliver high-quality positive behavioural support, outlines standards for PBS training and provides advice about commissioning or designing training. It includes links to key organisations. (Edited publisher abstract)
Improving the quality of Positive Behavioural Support (PBS): the standards for service providers and teams
- Author:
- PBS ACADEMY
- Publisher:
- PBS Academy
- Publication year:
- 2017
- Pagination:
- 39
- Edition:
- Beta version 1.1
These standards have been developed for service providers and teams using Positive Behavioural Support (PBS), an evidence based and ethical way of supporting people with learning disabilities who are at risk of behaviour that challenges. It provides standards and criteria covering five areas: the experience of the person, including children and young people, and those involved in their lives; Assessment; Intervention; Facilities, resources, and workforce; and Keeping all people safe using the least restrictive practice and maximising quality of life. The standards are relevant for all services irrespective of size or ownership and are designed for individual service settings, rather than whole service provider organisations. However, some standards do refer to the policies or practices of the larger service provider organisations within the context of supporting the individual service setting in its implementation of PBS. (Edited publisher abstract)
Positive behavioural support: competency framework
- Author:
- PBS ACADEMY
- Publisher:
- PBS Academy
- Publication year:
- 2015
- Pagination:
- 72
This framework provides details of all the things that need to be known and done to provide best practice in Positive Behavioural Support to people with learning disabilities and behaviours that challenge. The Framework is divided into three main areas, which detail the competencies that need to be achieved to deliver effective support. These areas are: creating high quality care and support environments - which aims to ensure that organisations and those providing individual support operate from a person-centred foundation; Functional, contextual and skills based assessment - aims to ensure that the support for each person is based on a thorough understanding of that person’s needs, preferences, abilities and communication style; and Developing and implementing a Behaviour Support Plan (BSP) - aims to provide a detailed and personalised description of how best to support each person with developmental disabilities and their behaviours of concern. The framework will be useful for individuals and organisations providing or procuring direct support or working with people with intellectual disabilities and behaviours that challenge, as well as any health, education or social care professional or service provider responsible for the provision of services. (Edited publisher abstract)
Child or young person: hospital CETR (non-secure). Workbook 5: Care, Education and Treatment Review (CETR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- London
A workbook for panel members to record their findings during a Care, Education and Treatment Review (CETR) for children and young people with autism or learning disabilities in a non-secure hospital setting. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The key lines of enquiry are: Does the child or young person need to be in hospital; Is the child/young person getting the right care, education and treatment; Is the child/young person involved in their care, education and treatment; Are the child/young person’s health needs known and met? Is there a clear, safe and proportionate approach to the way risk is assessed or managed? Are any autism needs known and met?; Is there active planning for the future and for discharge with clear ownership?; Are family and carers being listened to and involved?; Are the child/young person’s rights and freedoms being protected and upheld?; and Is enough attention being given to the particular needs of the child or young person? It will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of Care and Treatment Review (CTR) and CETR panels. (Edited publisher abstract)