Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 48
Animals work their magic
- Author:
- -
- Journal article citation:
- Community Care, 27.8.09, 2009, pp.20-21.
- Publisher:
- Reed Business Information
A therapy consultant explains how he was able to enable a boy in his mid-teens diagnosed with learning difficulties to engage with people in meaningful activities and divert him away from offending behaviour. Building on the individual strengths New Forest Care was chosen as a therapy, which provided an opportunity to care for farmyard animals and look after a small holding.
Commentary on “A reflective evaluation of the Bradford positive behaviour support – in reach service
- Author:
- SHOLL Catherine Sarah
- Journal article citation:
- Tizard Learning Disability Review, 25(4), 2020, pp.193-196.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to consider the needs of children and young people with intellectual disabilities (ID), autism and challenging behaviour including those with mental health difficulties in the light of the article “A reflective evaluation of the Bradford Positive Behaviour Support – In Reach Service”. Design/methodology/approach: The author’s reflections on experiences of working with this cohort as a clinician and manager are presented in this paper. Also, this paper presents the following: consideration of recent policy, guidance and literature associated with the provision of support to children and young people with ID or autism at risk of residential placement or hospital admission; reflection on gaps in research and practice in how to best support this group of children, young people and families with complex and diverse needs. Findings: The success of the Bradford and other similar services is discussed along with a reflection about the benefits and potential gaps in Positive Behavioural Support services working to meet the needs of this group of children and young people, and their families. Originality/value: The importance of areas providing more consistent and high quality multi-agency early preventative support and intensive support for those in crisis is discussed. The need for further research and development of ways of working with this cohort, including harder to reach young people and families, is discussed. (Edited publisher abstract)
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)
Mental health needs of children and young people with learning disabilities
- Authors:
- RAGHAVAN Raghu, BERNARD Sarah H., McCARTHY Jane
- Publisher:
- Pavilion
- Publication year:
- 2011
- Place of publication:
- Brighton
Research has demonstrated that the co-occurrence of a mental health disorder is highly prevalent in children and young people with a learning disability. The overlap of challenging behaviour and mental health disorders along with the lack of understanding of the nature and manifestation of mental health disorders in this population produces a difficult and complex picture in terms of detection, diagnosis and therapeutic services. This book explores the issues around care of this group of service users, focusing on developing evidence based practice. The authors believe that through the consolidation of the evidence for assessment, intervention, service provision and safeguarding issues, professionals will be able to provide high quality personalised care for children and young people with learning disabilities who also have mental health needs. Topics covered include: epidemiology and aetiology; assessment; specific conditions; nursing perspectives and care planning; psychological interventions; pharmacological interventions; transition and social networks; ethnicity and diversity; service models; safeguarding children; and the Mental Health Act, capacity and consent. The handbook is primarily aimed at health and social care professionals and intended to provide them with a sound knowledge base for shaping and enhancing their practice along with the skills and confidence to improve the outcomes for these young people.
Working out of the box: an evaluation of short breaks and intensive support services to families and disabled young people whose behaviour is severely challenging: summary report
- Author:
- McCONKEY Roy
- Publisher:
- Action for Children
- Publication year:
- 2011
- Pagination:
- 46p.
- Place of publication:
- London
This summary report brings together the main findings from an evaluation of three Action for Children services in Cardiff, Glasgow and Edinburgh. These services provide specialist short breaks and intensive support services to families and learning disabled young people with severely challenging behaviours. The report provides a literature review and a detailed analysis of the model of service that has evolved at the three locations. An overview of staff employed by the services shows that most have some form of higher qualification and access to regular training. Families using the service tend to be from poor backgrounds, with many being lone parent families, and many living in rented accommodation and dependent on benefits. More boys than girls accessed the services. Most were teenagers and most attended special schools, with many also being diagnosed with autism. About a quarter were dependent on others for feeding, dressing and toileting. Key workers rated the changes in children and families over the preceding six months and reported that a sizeable proportion had shown some improvements in communication and personal care. Interviews with stakeholders involved with a sample of children revealed a very positive evaluation of the services. The children benefitted from participating in a range of activities, but their social inclusion remains limited. The report concludes with recommendations on the future developments of these services.
Inpatient services for children and young people with an intellectual disability
- Author:
- RIPPON Lisa
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(4), December 2010, pp.4-8.
- Publisher:
- Emerald
Children and young people with an intellectual disability have a higher incidence of mental illness and challenging behaviour than individuals without cognitive impairment. An important component of potential treatment options that should be available to these young people is inpatient assessment and treatment in a learning disability-specific provision rather than mainstream inpatient child and adolescent mental health services (CAMHS). This article describes the characteristics of young people who gain most from being admitted to a specialist intellectual disability unit, discusses what should be the core features of the service treating young people with an intellectual disability, and examines how units should be evaluated and the challenges faced by such highly specialised services. The article argues that intellectual disability CAMHS inpatient services provide an essential component in the range of services for young people with an intellectual disability who present with mental illness or challenging behaviour. They can only be effective, however, if they are integrated into community provision, community professionals remain engaged throughout the admission, and all those involved with the young person are committed to implementing recommendations following discharge.
Understanding challenging behaviour: perspectives of children and adolescents with a moderate intellectual disability
- Authors:
- BYRNE Alison, HENNESSY Eilis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.317-325.
- Publisher:
- Wiley
The present study examines understanding of challenging behaviour among a sample of children and adolescents with a moderate intellectual disability, and investigates their behavioural intentions towards peers with challenging behaviour. The study involved the collection of quantitative and qualitative data. In the quantitative part of the study participants (n = 39) completed a modified Friendship Activity Scale (FAS) following the presentation of vignettes depicting individuals with challenging and non-challenging behaviour. In the qualitative part of the study, participants (n = 31) took part in a semi-structured interview that sought their views on the causes of the challenging behaviour described in one of the vignettes. Analysis of the data from the FAS indicates that participants have significantly more positive intentions towards a vignette character that does not engage in challenging behaviour. Content analysis of the qualitative data indicates that participants hold a variety of beliefs about the causes of challenging behaviour. Suggestions include the possibility that it is a response to transient emotional states and to external events. The authors conclude that the findings are consistent with the findings of other studies on young people's understanding of and attitudes towards peers with atypical behaviour. The theoretical and clinical implications for young people with intellectual disabilities are discussed.
New guidance on the use of restrictive physical interventions
- Author:
- HARRIS John
- Journal article citation:
- Tizard Learning Disability Review, 9(2), April 2004, pp.23-31.
- Publisher:
- Emerald
In June 2002 the Government issued long-awaited guidance on the use of restrictive physical interventions. The guidance is particularly addressed to staff working with adults and children with learning disabilities (including those with autistic spectrum disorders) and to those in special school settings responsible for pupils with severe behavioural difficulties associated with learning difficulties and/or autistic spectrum disorders. Describes the development of the guidance, the areas of practice it covers and its implications for managers, professionals, staff working directly service users and family carers. Asks why do we need new guidance on the use of restrictive physical interventions? Who will be affected by the guidance? How was the guidance developed? What does the guidance say? What needs to be done to implement the guidance? What still needs to be done?
Mission impossible?
- Author:
- GEORGE Mike
- Journal article citation:
- Community Care, 22.3.01, 2001, pp.28-29.
- Publisher:
- Reed Business Information
Looks at how a social worker dealt with a teenager with learning difficulties and attention deficit hyperactivity disorder.
Persistence and change in challenging and problem behaviours of young adults with intellectual disability living in the family home
- Authors:
- KLEMAN Chris, ALBORZ Alison
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 9(3), 1996, pp.181-193.
- Publisher:
- Wiley
Persistence and change in the challenging and problem behaviours of a group of young adults with learning disability who were living in their family homes are described. Parents were interviewed in 1988 and again in 1993. The data suggest that challenging and problem behaviours were highly persistent: 83% of people who were injuring parents in 1988 were still injuring in 1993. Corresponding persistence levels for other behaviours were: destructive behaviours 7%; self-injury, 75% night disturbance, 96%; problems with supervision, 73%. The data show a significant decline in the occurrence and frequency of self-injury.