Search results for ‘Subject term:"learning disabilities"’ Sort:
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Who’s challenging who?
- Authors:
- DAVIES Rhodri, HUTCHINSON Lisa
- Journal article citation:
- Llais, 103, Summer 2012, pp.9-11.
- Publisher:
- Learning Disability Wales
This article describes the work of “Who’s challenging who?”, an 18-month knowledge transfer partnership between Mencap Cymru and Bangor University. It aims to improve challenging behaviour services for people with a learning disability by improving staff attitudes and increasing empathy. The work was done with Claire Bowler and Martin Banks, two people who have previously displayed challenging behaviour. Martin and Claire helped to co-author and deliver a series of pilot training sessions to social and healthcare staff across Wales. The staff gained a notable change in attitudes and more empathy towards people with challenging behaviour. Encouragingly, over 75% of people on the sessions said that they thought training in this area was a good use of their time, and the same number said that they would apply what they learned in their jobs.
A flexible response: person-centred support and social inclusion for people with learning disabilities and challenging behaviour
- Authors:
- CARNABY Steven, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(1), March 2011, pp.39-45.
- Publisher:
- Wiley
This paper outlines an innovative, interagency model of provision that addresses concerns around people whose behaviour causes concern, and adheres to the principles of Valuing People Now (2009) as a way of keeping social inclusion as the key objective when developing person-centred support. The Flexible Response Service (FRS) support model evolved in recognition of the importance of social inclusion particularly for people who behaviour presented challenges, whist also acknowledging the evidence on the importance of staff practice and the implementation of policy principles. The paper highlights the philosophy, development and evaluation of this person-centred day opportunity and supported lifestyle service which is successfully placing service users at the heart of their local community. The authors suggest that its innovation lies in embedding clinical input directly in the support model, creating interdependent partnership working across agencies. It allows the development of frontline staff into highly skilled practitioners.
Changing the face of challenging behaviour services: the Special Projects Team
- Authors:
- ALLEN David, et al
- Journal article citation:
- British Journal of Learning Disabilities, 34(4), December 2006, pp.237-242.
- Publisher:
- Wiley
The background to a unique initiative for people with challenging behaviour in Wales is described. The Special Projects Team (SPT) was established in the context of increasing knowledge of effective treatment responses, but lack of widespread expertise as well as growing crisis within challenging behaviour services. Unlike previous innovative approaches, the SPT is designed to focus on the development of new services and demonstration projects as well enhancing local knowledge through training and research, and encouraging collaborative developments by working with partners across agencies and across all sectors. The vision of the ideal multi-component, comprehensive, tiered system of support services is outlined, as are the project brief and principal objectives. Key activities in the initial years have encompassed resettlement, a major epidemiological and service mapping study, the development of the first of a series of accredited training courses, research reviews, and the establishment of formal links with other organizations, including the formation of the Unit for Development in Intellectual Disabilities. Aims for the next phases of the Team are highlighted.
The 'So what, what next?' project: supporting people with a learning disability, autism or both to use their skills...
- Author:
- COMMUNITY CATALYSTS
- Publisher:
- Local Government Association
- Publication year:
- 2018
- Pagination:
- 40
- Place of publication:
- London
Shares the learning from the ‘So what, what next?’ project, which was designed by the Transforming Care empowerment steering group to look at ways of supporting people with a learning disability or autism who have recently been discharged from hospital. The focus was on supporting people to use their strengths, become active citizens, to grow their independence and to find ways to contribute to their local communities. Community Catalysts, a social enterprise, led the project and worked with the Black Country Transforming Care Partnership to support people with move out of hospital. The project aimed to help people in the Black Country to see themselves differently and to help professionals to see people differently and change how they work. As well as key learning points, the report includes 13 tips for professionals and supporters. It also includes the stories of 10 people with experience of life in hospital who were involved in the project. (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)
Learning from the experts: a thematic analysis of parent's experiences of attending a therapeutic group for parents of children with learning disabilities and challenging behaviour
- Authors:
- THOMPSON-JANES Emily, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.95-102.
- Publisher:
- Wiley
The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a semistructured interview format with questions and discussion guided by the lead researcher. This aimed to elicit information about parent's overall experiences of attending the group and its perceived effectiveness. Thematic analysis was used to draw themes from parent's rich narratives. Four main themes were identified: (i) parent's pre-group narratives, (ii) barriers and solutions, (iii) positive aspects of Confident Parenting and (iv) positive outcomes of Confident Parenting. The themes highlighted how beneficial parents found Confident Parenting as well as raised helpful ideas about how to engage families where there are practical and personal barriers to attending. (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)
Training a family in physical interventions as part of a positive behaviour support intervention for challenging behaviour
- Authors:
- HEWITT Olivia, KEELING Natalie
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, p.159–166.
- Publisher:
- Wiley
Between 10% and 15% of people with a learning disability have behaviour that challenges others, and half of these people live within the family home (Emerson et al., Research in Developmental Disabilities, 2001; 22, 77). Current best practice in managing challenging behaviour combines person-centred planning, functional analysis, and proactive and reactive strategies, and teaching alternative skills to manage behaviour in a way that keeps both service user and carers safe (positive behaviour support). This study considers the case study of a young man who lives with his parents in their family home. Reactive strategies including physical interventions have been taught to the family which has allowed them to manage their son's behaviour effectively and allowed him to remain living with his family. Frequency and intensity of challenging behaviour reduced, and family confidence in managing challenging behaviour was increased. (Publisher abstract)
It's good to talk: developing the communication skills of an adult with an intellectual disability through augmentative and alternative communication
- Authors:
- HAGAN Leigh, THOMPSON Helen
- Journal article citation:
- British Journal of Learning Disabilities, 42(1), 2014, pp.66-73.
- Publisher:
- Wiley
Augmentative and alternative communication (AAC) systems have been repeatedly identified as a means of improving an individual's communication abilities and their ability to participate in interactions. However, existing literature indicates that dynamic display speech generating devices (SGDs) are not commonly introduced for adults with moderate intellectual disabilities (ID). This case study reports the impact of using an SGD on the communication abilities of a nonverbal individual with a moderate ID. Clinical assessment and therapy outcome measures include semi-structured interviews with staff and communication dyad analyses. These measures were conducted before and after collaborative intervention from speech and language therapy and behaviour support. Findings from the study reveal that when using an SGD the individual experienced improvements in expressive communication abilities and pragmatic skills including topic maintenance, taking conversational turns and reduced communication breakdown. The clinical implications of this intervention are discussed. (Edited publisher abstract)
The personalisation challenge: personalisation for people with learning disabilities and behaviour described as challenging
- Author:
- LINGARD Jane M.
- Journal article citation:
- Tizard Learning Disability Review, 19(1), 2014, pp.3-10.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to report on a personalisation project run by the Challenging Behaviour Foundation (CBF) which aims to share the identified barriers and solutions to personalisation for people with severe learning disabilities and behaviour described as challenging. Design/methodology/approach: A small project team consisting of a project manager, housing specialist and positive behavioural support specialist worked as consultants with selected East Midlands local authority and NHS commissioners and with six families from other areas. Findings: The main barrier to personalisation was the volume of, and priority given to, safeguarding referrals by frontline commissioning social care workers. This reduced capacity for a proactive approach to support planning. Workers who participated in the project appreciated the expertise and support of the project team and the opportunity to reflect on their work. However, a major project limitation was a lack of time for commissioning workers and managers to engage with the project. Practical implications: The project report provided a series of recommendations for action for commissioners of health and social care support and for families. The Winterbourne View scandal broke as the project was established and its findings are helpful to anyone taking forward action plans to improve commissioning practices to avoid the continued commissioning of poor quality care. Originality/value: The project sought direct engagement in planning in “real time” with frontline commissioning staff and the families of people with severe learning disabilities and behaviour described as challenging. It is hoped that the value of the paper will be to influence NHS and LA commissioners to improve their response to people with severe learning disabilities. (Publisher abstract)