Search results for ‘Subject term:"learning disabilities"’ Sort:
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Capable environments
- Authors:
- McGILL Peter, et al
- Journal article citation:
- Tizard Learning Disability Review, 25(3), 2020, pp.109-116.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to outline the role played by different aspects of the social, physical and organisational environments in preventing behaviour described as challenging in people with learning disabilities. Design/methodology/approach: Conceptual elaboration drawing on research and practice literature. Findings: Community placements for people with learning disabilities should develop the characteristics of capable environments. Such characteristics are associated with prevention of challenging behaviour and improved quality of life outcomes. Originality/value: The notion of the capable environment may help to shift the focus from the individual who displays behaviour described as challenging to the characteristics of the social, physical and organisational supports that they receive. (Edited publisher abstract)
Commentary: our children deserve better
- Author:
- EMERSON Eric
- Journal article citation:
- Tizard Learning Disability Review, 19(4), 2014, pp.190-193.
- Publisher:
- Emerald
Comments on the paper “Early intervention for children with learning disabilities: making use of what we know” by Nick Gore, Richard Hastings and Serena Brady. lt places the arguments made by Gore et al. in a broader scientific and policy context. It finds the arguments to support increased investment in early intervention and prevention presented to be fully consistent with the broader scientific literature on prevention and the required future direction of English health policy. (Edited publisher abstract)
Towards the prevention of behavioural and psychiatric disorders in people with intellectual disabilities
- Authors:
- ALLEN David, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(6), 2013, pp.501-514.
- Publisher:
- Wiley
Intervention for behavioural and psychiatric disorders in people with intellectual disabilities often only takes place once these conditions are well established and more resistant to change. As an alternative, this paper promotes a public health prevention model and maps out opportunities for intervention at primary, secondary and tertiary levels. The resulting model is partly derived from generic research into these issues and partly on specific evidence on interventions for people with intellectual disabilities; it also contains more theoretical considerations. The additional research that is necessary to demonstrate the efficacy of the interventions identified is also considered. Central to this proposal is a greater integration of issues for people with intellectual disabilities within much broader policy and research agendas. (Publisher abstract)
Promoting positive behaviour when supporting people with a learning disability and people with autism
- Author:
- PALLEY Sharon
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2012
- Pagination:
- 144p.
- Place of publication:
- Kidderminster
This book is primarily aimed at those working with people whose behaviour challenges services and who are studying for the level 2 or 3 diplomas in health and social care; in particular level 3- promoting positive behaviour. It puts the person at the centre of the support offered and uses real life stories, activities and thinking points to address the required learning outcomes. Practical examples offer guidance in applying the ideas in practice. The book explores how to promote positive behaviour and the use of proactive and reactive strategies. The author explains how to respond to incidents of challenging behaviour and support people following an incident. She also explains how to review and revise support plans and the legislative framework for providing support to people whose behaviour challenges services.
Early intervention for children with learning disabilities: making use of what we know
- Authors:
- GORE Nick, HASTING Richard, BRADY Serena
- Journal article citation:
- Tizard Learning Disability Review, 19(4), 2014, pp.181-189.
- Publisher:
- Emerald
Drawing on existing literature regarding rates of emotional and behavioural difficulties together with risk factors, the authors present a rationale for increasing initiatives for early intervention of emotional and behaviour difficulties. The study finds rates of emotional and behavioural difficulties amongst children with learning and developmental difficulties are high. A combination of factors relating to the child, the family system, and wider social contexts is likely to account for this. Increased attempts to provide early intervention to children with learning and developmental disabilities together with their families are warranted. Recommendations are made regarding how the development of such supports might best be taken forward. (Edited publisher abstract)
Ethical approaches to physical interventions: volume II: changing the agenda
- Editors:
- ALLEN David, (ed.)
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 224p., bibliog.
- Place of publication:
- Kidderminster
The editor brings together a collection of papers from leading academics and practitioners which together provide an overview of key developments and best practice with regard physical interventions. They analyse current policies and practices, examine physical intervention and abusive practices and discuss future needs. The material is divided into three overarching themes. The first looks at training in physical intervention, including a review of the current evidence, the British Institute of Learning Disabilities (BILD) physical intervention training accreditation scheme, the need for an effective assessment tool for intervention and the provision of training to parents. The second theme considers some of the current controversies including, the use of mechanical restraint in relation to self-injury, emergency medication for the management of challenging behaviour, the use of seclusion and time out and a discussion of fatalities that have occurred in restraint within UK adult care services. The final theme considers the paradigm shift required to move from a focus on physical intervention, that reflects a reactive approach to challenging behaviour, towards a more proactive, preventative approach. It considers how teaching new skills to service users can be critical in preventative intervention and looks at the issues and practices around restraint reduction.
As the last resort: reducing the use of restrictive physical interventions using organisational approaches
- Authors:
- DEVEAU Roy, McDONNELL Andrew
- Journal article citation:
- British Journal of Learning Disabilities, 37(3), September 2009, pp.173-177.
- Publisher:
- Wiley
The development of restrictive physical interventions to manage challenging behaviours based upon control and restraint during the 1980s and 1990s led to widespread professional disquiet and campaigning to improve the policies, training and application of physical techniques. This included the promotion of a value base within which physical techniques should be used. This value base may be summarised as any use of physical interventions must be in the person's best interests, 'least restrictive' and used as the last resort following preventive strategies. The last resort principle implies that services should be able to demonstrate support plans to prevent or reduce the frequency and/or restrictiveness of physical intervention used in individual cases. This paper proposes that adopting explicit policies and practice to reduce restrictive physical interventions is likely to be more effective in improving quality of support as opposed to solely managing physical intervention use. Discussion of current policy and practice is followed by discussion of organisations' roles in relation to restrictive physical intervention reduction, with international comparisons.
Violent incidents and the use of antipsychotic medication within a specialist challenging behaviour unit: an evaluation of the Poole approach to challenging behaviour
- Authors:
- ROWLAND George, et al
- Journal article citation:
- British Journal of Learning Disabilities, 28(3), September 2000, pp.91-101.
- Publisher:
- Wiley
This paper documents a retrospective evaluation of a specialist challenging behaviour unit for individuals with severe learning disabilities according to two criteria: (1) its efficacy at reducing the frequency and severity of violent incidents; and (2) the level of reliance upon antipsychotic medication for behavioural purposes. The results demonstrate a 92% reduction in incidents of violence towards others over the 6 years since the unit opened, alongside a 95% reduction in violence towards property. During the same period, the levels of antipsychotic medication used for behavioural purposes fell in the cases of three out of the four clients under examination. An attempt is made to highlight the predominant factors underlying this success as potential indicators for the development of services for those who exhibit challenging and violent behaviours.
Addressing challenging behavior in people with profound intellectual and multiple disabilities: analyzing the effects of daily practice
- Authors:
- POPPERS Petra, PUTTEN Annette A.J. van der, VLASKAMP Carla
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 11(2), 2014, pp.128-136.
- Publisher:
- Wiley
As some people with profound intellectual and multiple disabilities (PIMD) are at a high risk of developing a challenging behaviour, it is useful to look at measures taken to prevent or diminish this type of behaviour. The authors undertook a study of how self-injurious, stereotypical, destructive, or aggressive behaviours are addressed in daily practice in residential facilities. A stratified sample of 30 people with the most severe and frequently reported challenging behaviours was selected from a dataset of 181 children and adults with PIMD. Individual comprehensive service plans were used to determine whether challenging behaviours were present and how these problems were addressed. In total, only 51.8% of the challenging behaviours that occurred were described in the individual plans, and for 53.7% of the challenging behaviours, strategies or interventions were included in the individual service plans. Only 17.2% of the cases contained goals formulated to prevent or diminish such behaviour. A significant positive relationship was found between the severity of challenging behaviour and the extent to which it was described in the individual comprehensive service plans. The authors also noted that interventions that were aimed at diminishing or preventing challenging behavior were highly simplistic, and virtually no goals were formulated to document, diminish, or prevent challenging behaviour in people with PIMD. (Edited publisher abstract)
Seeking to prevent residential care for young people with intellectual disabilities and challenging behaviour: examples and early outcomes from the Ealing ITSBS
- Authors:
- REID Caroline, SHOLL Catherine, GORE Nick
- Journal article citation:
- Tizard Learning Disability Review, 18(4), 2013, pp.171-178.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present early outcomes and case examples from the Ealing Intensive Therapeutic and Short Break Service. Design/methodology/approach: The service was piloted over a period of 3.5 years during which clinical data were collected for young people at risk of a move to residential care. Findings: here were positive outcomes for young people with intellectual disabilities and challenging behaviour who were seen through the service with residential placements prevented in the vast majority of cases. Originality/value: These early outcomes highlight the importance of providing intensive therapeutic intervention with short breaks in order to prevent family placement breakdown. (Publisher abstract)