Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities: challenging behaviour: QS101
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2015
- Place of publication:
- London
This quality standard covers the care of children, young people and adults with a learning disability and behaviour that challenges. It is focused on ensuring that assessment leads to personalised care planning and access to meaningful activities. It consists of eight quality statements, aiming to ensure that the approaches used by staff to support people with a learning disability follow the least restrictive practice and promote privacy and dignity. The statements cover: comprehensive health assessment; initial assessment of behaviour that challenges; designated coordinator; personalised daily activities; review of restrictive interventions; use of medication; review of medication; and family and carer support. (Edited publisher abstract)
Improving the quality of Positive Behavioural Support (PBS): the standards for training
- Author:
- PBS ACADEMY
- Publisher:
- PBS Academy
- Publication year:
- 2017
- Pagination:
- 17
These standards have been designed to guide practice and training in Positive Behavioural Support (PBS), an evidence based and ethical way of supporting people with learning disabilities who are at risk of behaviour that challenges. The standards will be relevant for those involved in the delivery, purchase, or commissioning of training. This includes external training providers, in-house training teams, and for the recipients of training. The standards cover seven areas: Training course development and content; Personnel delivering training; Resources and facilities; Delivery of training; Assessment; Evaluation; and Record keeping. (Edited publisher abstract)
The NICE guidelines and quality standards on learning disabilities and behaviour that challenges
- Author:
- MURPHY Glynis
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.71-81.
- Publisher:
- Emerald
This paper explains the process of developing the National Institute for Health and Care Excellence (NICE) guidelines on learning disabilities, covering the subject of 'behaviour that challenges'. The guidelines, which were published in May 2015, cover service user and carer experiences, assessment, risk factors and interventions for behaviour that challenges. The linked quality standards were published later in 2015. The final guidance is described in summary form, together with the quality standards. (Edited publisher abstract)
An evaluation of a behavioural support team for adults with a learning disability and behaviours that challenge from a multi-agency perspective
- Authors:
- CHRISTOPHER Rose, HORSLEY Sarah
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.194–203.
- Publisher:
- Wiley
The Dudley Behavioural Support Team (BST) was set up based on Positive Behavioural Support (PBS) principles to support individuals with behaviours that challenge. The Winterbourne Review emphasises the importance of developing high-quality specialist community services and the Ensuring Quality Services (Local Government Association & NHS England, Ensuring quality services, London, 2014) document was released to guide the commissioning of such services. The document sets out standards and guidance for those supporting individuals with behaviour that challenges. This evaluation aimed to investigate whether the BST meets the guidance set out in Ensuring Quality Services from the perspective of other services. A questionnaire was developed to collect data from 19 staff members from services with experience of working with the BST, to address the points raised in Ensuring Quality Services. The quantitative results indicated that the BST are meeting the guidance to a high standard and qualitative data suggested this is achieved through a focus on joint working and a fluid, flexible approach. In conclusion, the BST appears to be a valuable resource from the perspective of services working with them to support individuals with behaviours that challenge. (Publisher abstract)
The use of medication to manage behaviour problems in adults with an intellectual disability: a national guideline
- Authors:
- UNWIN Gemma L., DEB Shoumitro
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(3), September 2010, pp.4-11.
- Publisher:
- Emerald
This article provides an overview of the development and contents of a national guideline for the use of medication in the management of problem behaviours in adults with an intellectual disability. MENCAP commissioned the University of Birmingham Neuropsychiatry and Intellectual Disabilities Research Group to develop the guideline and it was produced in association with the Royal College of Psychiatrists’ Learning Disability Faculty and the College Research and Training Unit. The guideline was produced following the methods used by the National Institute for Health and Clinical Excellence, and included a systematic literature review. This guide neither recommends nor rejects the use of psychotropic medications for the management of problem behaviours in adults with learning disabilities, but concentrates on good practice such as employing clear rationales following thorough assessments of individual patients and careful monitoring and recording of use and withdrawal. Twenty-five main recommendations for practice which are provided in the ‘Quick Reference Guide’ are listed in the article. The importance of access to ‘easy-read medication information leaflets’ for people with learning disabilities to be able to make choices is also highlighted.
The self-assessment checklist for monitoring services for people with learning disability and challenging behaviour
- Author:
- LEARNING DISABILITY IMPLEMENTATION ADVISORY GROUP
- Publisher:
- Wales. Welsh Assembly Government
- Publication year:
- 2007
- Pagination:
- 48p.
- Place of publication:
- Cardiff
In order to support agencies to monitor and further develop services for people whose behaviour poses challenges to services, the Learning Disability Implementation Advisory Group (LDIAG) has produced a Self-Assessment Checklist. This is a tool intended for use by commissioners and providers from health and social services to establish what is in place and working well for people with learning disabilities and challenging behaviour in local areas. Ideally, the self-assessment should be based on a process that involves key stakeholder services, users and carers. The checklist can be used as a first step towards service improvement and development and afterwards at regular intervals to track developments, celebrate achievements and maintain progress towards better services and support for people with challenging behaviour.
Managing abuse inquiries: methodology organisation process and politics
- Author:
- CAMBRIDGE Paul
- Journal article citation:
- Journal of Adult Protection, 3(3), August 2001, pp.6-20.
- Publisher:
- Emerald
Offers a framework for managing abuse inquiries in social care. Draws on the experience of an inquiry into the physical abuse of people with learning disabilities and challenging behaviours in a residential service and reviews the likely demands on inquiries, offers observations about stake-holding and makes suggestions about inquiry management and reporting.
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)
Service model for people with a learning disability and behaviour that challenges: draft for consultation
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2019
- Pagination:
- 25
- Place of publication:
- London
A draft quality standard covering the design, delivery and coordination of support and services for children, young people and adults with a learning disability (or a learning disability and autism) and behaviour that challenges, and their families and carers. It describes what constitutes high-quality care in priority areas for improvement. The quality statements cover: the role of lead practitioners; the role of named lead practitioners; support for families and carers; access to specialist behavioural support services in the community; and housing. The closing date of the consultation is 18 March 2019. (Edited publisher abstract)
Commentary on "The NICE guidelines and quality standards on learning disabilities and behaviour that challenges"
- Author:
- BUSK Mary
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.82-86.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary, from a parent carer perspective, on Murphy’s overview of the NICE guidelines and quality standards on learning disabilities and behaviour that challenges. Design/methodology/approach: The paper discusses the NICE approach, the content of these specific guidelines and quality standards and considers their practical relevance, with a particular focus on families of children and young people with learning disabilities and behaviour that challenges. Findings: Gaps in research affect recommendations in some key areas including around transition and early intervention. Risk factors are not linked to clear recommendations for early identification and prevention. For families, additional work is needed to highlight where these guidelines fit with related national law and policies. Families also need to see how the guidelines can positively influence commissioners to improve life outcomes and avoid crises and deterioration in behaviour. Although NICE guidelines are often condition specific, many of our children and young people have co-existing conditions and so do not fit neatly into just one set of guidelines. That is why data collection is very important to understanding needs and to effective commissioning. There is a need to urgently identify and address the research gaps so that essential interventions are included in future NICE guidelines and standards. Originality/value: A family carer perspective suggests ways in which implementation of the NICE guidelines can be supported and argues for the importance of the further research that will strengthen future versions of the guidelines. (Publisher abstract)