Dementia: the International Journal of Social Research and Practice, 4(3), August 2005, pp.327-339.
Publisher:
Sage
Adults with intellectual disability are living to ages seen within the general population and they, too, are at risk of developing dementia. This review identifies the nature and content of the literature related to adults with intellectual disability and dementia and bring together guidelines for services and staff providing care. The preponderance of work between 1995 and 2004 focuses on the biomedical, diagnosis and assessment aspects of the disease. Although guidelines exist, there is a lack of published literature on the efficacy of practice strategies to guide the provision of daily care. Future research is discussed that could support continued community living and high quality of life during all stages of the disease.
Adults with intellectual disability are living to ages seen within the general population and they, too, are at risk of developing dementia. This review identifies the nature and content of the literature related to adults with intellectual disability and dementia and bring together guidelines for services and staff providing care. The preponderance of work between 1995 and 2004 focuses on the biomedical, diagnosis and assessment aspects of the disease. Although guidelines exist, there is a lack of published literature on the efficacy of practice strategies to guide the provision of daily care. Future research is discussed that could support continued community living and high quality of life during all stages of the disease.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Extended abstract:
Author
KERR Diana, WILKINSON Heather
Title
In the know: implementing good practice: information and tools for anyone supporting people with a learning disability and dementia.
Publisher
Pavillion, 2005
Summary
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Context
Along with the rest of the population, people with learning difficulties are living longer, bringing all the illnesses and conditions of older age. One condition, which people with Down's syndrome are more likely to experience, is dementia. Providing effective, high-quality care for someone with learning difficulties who develops dementia is a highly-skilled role. Without support and information staff and carers can find the experience overwhelming, trying to react to changing needs. Their ability to cope is clearly influenced by their level of knowledge and their understanding of the impact of dementia.
Contents
Section 1 describes the background, method and how to use the pack, and also includes references and sources of further information. Section 2 contains fact sheets as follows: Dementia and people with learning difficulties – some basic information; Is this dementia?; Getting a diagnosis; Developing good communication with people with dementia; Developing life story work; Challenging behaviour: developing appropriate responses; Developing suitable environments; Supporting people to eat well; The later stages; and Supporting the friends and peers of the person with dementia. Section 3 consists of copiable ‘tools': Brain diagram; Alert signs; Record of prompting; Differential diagnosis chart; An example of a dementia diagnostic care pathway; Dos and don'ts; Suggestions for things to be included in life story work; Charter for good practice in life story work; Strategies to help deal effectively with challenging behaviour; Developing a suitable environment; Guidelines for helping people to eat well; and Taking care of skin when someone becomes bedridden or less active.
Working with Older People, 9(3), September 2005, pp.28-31.
Publisher:
Emerald
The authors report on a unique training programme which has equipped the Oxfordshire Learning Disability Trust to better support and understand its clients with learning disabilities and dementia. Reports on the experience of one of the Trust's clients whose life has consequently improved through better communication and understanding.
The authors report on a unique training programme which has equipped the Oxfordshire Learning Disability Trust to better support and understand its clients with learning disabilities and dementia. Reports on the experience of one of the Trust's clients whose life has consequently improved through better communication and understanding.
Easy-to-read booklet for people with learning disabilities who want to understand dementia. It will be particularly helpful for people who have a friend or family member with dementia, or who are worried about developing dementia themselves. This booklet is designed to help more able people with learning disabilities who want to understand and talk about dementia.
Easy-to-read booklet for people with learning disabilities who want to understand dementia. It will be particularly helpful for people who have a friend or family member with dementia, or who are worried about developing dementia themselves. This booklet is designed to help more able people with learning disabilities who want to understand and talk about dementia.
Subject terms:
learning disabilities, service users, communication, dementia;
Dementia: the International Journal of Social Research and Practice, 4(4), November 2005, pp.571-586.
Publisher:
Sage
This article reviews the development of a social model of disability and considers whether or not it provides a helpful framework for dementia care. The social model has not yet fully included cognitive impairment, although considerable work has been carried out with regard to learning disability. By applying this model to dementia care, those who surround people with dementia can review the impact that they as 'non-demented' people have on others; can reconsider the value of hearing and responding to personal experiences; can reframe the focus to consider abilities instead of losses; and can better understand the impact of public policy. The article also considers the present shortcomings of a disability model in terms of how it relates to dementia care and concludes with some thoughts for future consideration. The article draws heavily on the findings of a research project conducted by Dementia Voice and the University of the West of England, Bristol, UK to consider the needs of two sub-groups of people with dementia - younger people (i.e. those under the age of 65) and those from minority ethnic groups.
This article reviews the development of a social model of disability and considers whether or not it provides a helpful framework for dementia care. The social model has not yet fully included cognitive impairment, although considerable work has been carried out with regard to learning disability. By applying this model to dementia care, those who surround people with dementia can review the impact that they as 'non-demented' people have on others; can reconsider the value of hearing and responding to personal experiences; can reframe the focus to consider abilities instead of losses; and can better understand the impact of public policy. The article also considers the present shortcomings of a disability model in terms of how it relates to dementia care and concludes with some thoughts for future consideration. The article draws heavily on the findings of a research project conducted by Dementia Voice and the University of the West of England, Bristol, UK to consider the needs of two sub-groups of people with dementia - younger people (i.e. those under the age of 65) and those from minority ethnic groups.
Subject terms:
learning disabilities, social model, carers, black and minority ethnic people, dementia;
Easy-to-read booklet for people with learning disabilities who want to understand dementia. It will be particularly helpful for people who have a friend or family member with dementia, or who are worried about developing dementia themselves. This booklet will be useful for helping people with learning disabilities understand the human life cycle.
Easy-to-read booklet for people with learning disabilities who want to understand dementia. It will be particularly helpful for people who have a friend or family member with dementia, or who are worried about developing dementia themselves. This booklet will be useful for helping people with learning disabilities understand the human life cycle.
Subject terms:
learning disabilities, personality development, service users, communication, dementia;
Journal of Integrated Care, 13(1), February 2005, pp.17-23.
Publisher:
Emerald
Life expectancy of people with learning disabilities has increased substantially. Services for older people with learning disabilities are provided by various sectors and practitioners (generic health and social care, or specialist learning disability or old age). Literature suggests practitioners do not feel well-equipped to support people with learning disabilities as they grow older, and older people's services do not always have the opportunity to share experiences and skills. Highlights areas such as dementia support, where the intersection between services is not clear, and explores what might help practitioners meet the needs of people with learning disabilities as they grow older.
Life expectancy of people with learning disabilities has increased substantially. Services for older people with learning disabilities are provided by various sectors and practitioners (generic health and social care, or specialist learning disability or old age). Literature suggests practitioners do not feel well-equipped to support people with learning disabilities as they grow older, and older people's services do not always have the opportunity to share experiences and skills. Highlights areas such as dementia support, where the intersection between services is not clear, and explores what might help practitioners meet the needs of people with learning disabilities as they grow older.
This book helps carers and professionals who are living or working with adults with Down syndrome and intellectual disability to increase their understanding of Alzheimer’s disease and other forms of dementia which can disproportionately affect this patient group. It relates research to clinical practice and shows how early diagnosis, appropriate treatment and compassionate care can be used effectively to maintain dignity and quality of life. The book brings together findings from research and clinical practice with a multi-disciplinary perspective and is invaluable to medical professionals who provide clinical care to people with Down syndrome and other intellectual disabilities. It is also vital for academics researching ageing issues in people with Down syndrome.
This book helps carers and professionals who are living or working with adults with Down syndrome and intellectual disability to increase their understanding of Alzheimer’s disease and other forms of dementia which can disproportionately affect this patient group. It relates research to clinical practice and shows how early diagnosis, appropriate treatment and compassionate care can be used effectively to maintain dignity and quality of life. The book brings together findings from research and clinical practice with a multi-disciplinary perspective and is invaluable to medical professionals who provide clinical care to people with Down syndrome and other intellectual disabilities. It is also vital for academics researching ageing issues in people with Down syndrome.
This guidance looks at the principles which should be applied when considering the use of wandering technology and the current legal implications of its use. This guidance is not exhaustive, it should be used to help guide staff in conjunction with standards produced in Scotland by the National Care Standards Committee and local policies and procedures in care homes and hospital settings. Although primarily aimed towards the care of residents with dementia in care homes and hospitals, this guidance may also be helpful in relation to care of people with a learning disability or an acquired brain injury.The guidance is also relevant to people living in their own homes particularly as the use of developing technologies can be helpful in delaying and preventing admissions to institutional settings.
This guidance looks at the principles which should be applied when considering the use of wandering technology and the current legal implications of its use. This guidance is not exhaustive, it should be used to help guide staff in conjunction with standards produced in Scotland by the National Care Standards Committee and local policies and procedures in care homes and hospital settings. Although primarily aimed towards the care of residents with dementia in care homes and hospitals, this guidance may also be helpful in relation to care of people with a learning disability or an acquired brain injury.The guidance is also relevant to people living in their own homes particularly as the use of developing technologies can be helpful in delaying and preventing admissions to institutional settings.
Subject terms:
home care, learning disabilities, older people, wandering, care homes, dementia, head injuries;
Dementia: the International Journal of Social Research and Practice, 4(3), August 2005, pp.401-412.
Publisher:
Sage
There has been increasing concern about the impact of dementia symptoms on the lives and on the care being provided for persons with intellectual disability (ID) in out-of-home settings. One such setting that has received little attention is foster family care homes. These settings in the USA replicate family living and while some supports and resources are provided, they are not designed to meet intensive care needs. As a preliminary step in understanding family experiences and to expand the range of interest in Alzheimer’s disease (AD) in persons with ID beyond traditional out-of-home settings, a pilot study was initiated that included aging persons with ID and symptoms of AD who were living in foster family care settings in two regions of New York State as well as more traditional out-of-home care subjects. Comparisons of matched samples on subjective and objective burden measures suggest that there are few differences in experiences. The limitations of these findings are considered and recommendations made for future, related research.
There has been increasing concern about the impact of dementia symptoms on the lives and on the care being provided for persons with intellectual disability (ID) in out-of-home settings. One such setting that has received little attention is foster family care homes. These settings in the USA replicate family living and while some supports and resources are provided, they are not designed to meet intensive care needs. As a preliminary step in understanding family experiences and to expand the range of interest in Alzheimer’s disease (AD) in persons with ID beyond traditional out-of-home settings, a pilot study was initiated that included aging persons with ID and symptoms of AD who were living in foster family care settings in two regions of New York State as well as more traditional out-of-home care subjects. Comparisons of matched samples on subjective and objective burden measures suggest that there are few differences in experiences. The limitations of these findings are considered and recommendations made for future, related research.
Subject terms:
learning disabilities, shared lives schemes, stress, carers, dementia, group homes;