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.
This guidance is for those considering the use of technology to assist with care and maintain independence when the individual concerned may lack the capacity to make the decision. It examines the human right and legal implications of assistive technology and sets out key principles of good practice. These are: the intervention must provide a benefit that cannot otherwise be achieved; it must be the least restrictive in relation to the person’s freedom in order to achieve the desired benefit; the past and present wishes of the person must be taken into account; the views of relevant others should be taken into account; and the intervention should encourage the person to use existing skills and develop new ones. The document examines the use of electronic location devices and the use of CCTV to monitor the actions of an adult or of staff. A brief overview of assistive technology currently available is also included.
(Edited publisher abstract)
This guidance is for those considering the use of technology to assist with care and maintain independence when the individual concerned may lack the capacity to make the decision. It examines the human right and legal implications of assistive technology and sets out key principles of good practice. These are: the intervention must provide a benefit that cannot otherwise be achieved; it must be the least restrictive in relation to the person’s freedom in order to achieve the desired benefit; the past and present wishes of the person must be taken into account; the views of relevant others should be taken into account; and the intervention should encourage the person to use existing skills and develop new ones. The document examines the use of electronic location devices and the use of CCTV to monitor the actions of an adult or of staff. A brief overview of assistive technology currently available is also included.
(Edited publisher abstract)
Subject terms:
assistive technology, good practice, dementia, learning disabilities, mental capacity;
This handbook describes how to run facilitated peer support groups where people use their understanding and experiences to help each other, aiming to help people with learning disabilities experience a greater sense of well-being as they grow older. It covers starting a group; planning, starting and ending each session; and provides ideas to help people feel engaged. The handbook also outlines 20 participative activities to engage people to think and talk about the changes that may occur as they get older. The activities have been tested in group sessions in two locations: a shared house for six people with learning disabilities where one of the housemates had developed dementia and a small day centre for older people with learning disabilities where one person had dementia.
(Edited publisher abstract)
This handbook describes how to run facilitated peer support groups where people use their understanding and experiences to help each other, aiming to help people with learning disabilities experience a greater sense of well-being as they grow older. It covers starting a group; planning, starting and ending each session; and provides ideas to help people feel engaged. The handbook also outlines 20 participative activities to engage people to think and talk about the changes that may occur as they get older. The activities have been tested in group sessions in two locations: a shared house for six people with learning disabilities where one of the housemates had developed dementia and a small day centre for older people with learning disabilities where one person had dementia.
(Edited publisher abstract)
Subject terms:
peer support, learning disabilities, ageing, dementia, support groups;
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;
Revised guidelines for prosecutors on dealing with victims and witnesses with mental health conditions. It provides information on: the Crown Prosecution Service seeking relevant information about any mental health condition the victim or witness has; the use of expert reports on a victim or witness; consideration of whether a person is competent to give evidence; and providing support for victims and witnesses. The guidance is relevant to victims and witnesses with: a mental disorder, as defined by the Mental Health Act 2007; a learning disability; a learning difficulty; Autism Spectrum Disorder; an acquired brain injury; dementia; or other mental health, cognitive or neuro-diverse conditions.
(Edited publisher abstract)
Revised guidelines for prosecutors on dealing with victims and witnesses with mental health conditions. It provides information on: the Crown Prosecution Service seeking relevant information about any mental health condition the victim or witness has; the use of expert reports on a victim or witness; consideration of whether a person is competent to give evidence; and providing support for victims and witnesses. The guidance is relevant to victims and witnesses with: a mental disorder, as defined by the Mental Health Act 2007; a learning disability; a learning difficulty; Autism Spectrum Disorder; an acquired brain injury; dementia; or other mental health, cognitive or neuro-diverse conditions.
(Edited publisher abstract)
Updated good practice guidance for health and social care professionals in Scotland on the use of seclusion when working with people who are being treated for mental illness, dementia, learning disability or related conditions in health and social care settings. The view of the Mental Welfare Commission is that services should minimise the use of all forms of restrictive practice, and that in most cases, proactive behavioural support plans would mean that the use of seclusion would be unnecessary. The guidance aims to ensure that where seclusion takes place, the safety, rights and welfare of the individual are safeguarded. It looks at what any policy for seclusion should cover, including: maintaining the safety of the secluded person, care planning, record keeping, assessment and review during a period of seclusion, the impact of seclusion and staff training. The guide also provides a summary of good practice points, a summary of relevant legislation in Scotland and case studies to illustrate areas of good and poor practice.
(Edited publisher abstract)
Updated good practice guidance for health and social care professionals in Scotland on the use of seclusion when working with people who are being treated for mental illness, dementia, learning disability or related conditions in health and social care settings. The view of the Mental Welfare Commission is that services should minimise the use of all forms of restrictive practice, and that in most cases, proactive behavioural support plans would mean that the use of seclusion would be unnecessary. The guidance aims to ensure that where seclusion takes place, the safety, rights and welfare of the individual are safeguarded. It looks at what any policy for seclusion should cover, including: maintaining the safety of the secluded person, care planning, record keeping, assessment and review during a period of seclusion, the impact of seclusion and staff training. The guide also provides a summary of good practice points, a summary of relevant legislation in Scotland and case studies to illustrate areas of good and poor practice.
(Edited publisher abstract)
Subject terms:
good practice, restraint, hospitals, mental health problems, learning disabilities, dementia, policy, care homes, social care provision;
In April 2018, the National Institute for Health and Care Excellence (NICE) published guideline NG96, Care and support of people growing older with Learning Disabilities. NICE uses the word learning disability as the label for people who have an IQ < 70 and impaired adaptive functioning before the age of 16 years. People with mild intellectual disability without an obvious syndrome, have a life expectancy similar to the general population, though they are at increased risk of dementia. The most commonly known syndrome is Down Syndrome, and although survival is expected to be poorer in later life, they can still live into their 60s. It is therefore important that clinicians who look after older adults are skilled in caring for people with more obvious forms of intellectual disability. This article provides a commentary on the NICE guideline.
(Edited publisher abstract)
In April 2018, the National Institute for Health and Care Excellence (NICE) published guideline NG96, Care and support of people growing older with Learning Disabilities. NICE uses the word learning disability as the label for people who have an IQ < 70 and impaired adaptive functioning before the age of 16 years. People with mild intellectual disability without an obvious syndrome, have a life expectancy similar to the general population, though they are at increased risk of dementia. The most commonly known syndrome is Down Syndrome, and although survival is expected to be poorer in later life, they can still live into their 60s. It is therefore important that clinicians who look after older adults are skilled in caring for people with more obvious forms of intellectual disability. This article provides a commentary on the NICE guideline.
(Edited publisher abstract)
Subject terms:
learning disabilities, older people, social care, health care, needs, service provision, ageing, adults, dementia;
BRITISH PSYCHOLOGICAL SOCIETY, ROYAL COLLEGE OF PSYCHIATRISTS
Publisher:
British Psychological Society
Publication year:
2015
Pagination:
146
Place of publication:
Leicester
Guidance for professionals working in clinical and social care services to help improve the quality of life of people with intellectual disabilities who develop dementia, focusing on assessment, diagnosis, interventions and support. The guidance is aimed at clinicians in intellectual disabilities and older peoples’ mental health services and services for younger people with dementia. It is a revision to the original joint British Psychological Society and the Royal College of Psychiatrists (2009) guidance on dementia and people with intellectual disabilities and has been updated using both the current research literature and the experience of senior clinicians working in the field. The guidance covers the following key topics: epidemiology; baseline assessment and monitoring; possible reasons for apparent decline in functioning; clinical presentation of dementia; assessment; establishing the diagnosis and breaking the news; additional health co-morbidities associated with dementia; conceptual understanding of the dementia process; philosophy of care; environments; meeting changing needs/interventions; medication; safe eating and drinking; palliative care and end of life issues; capable commissioning for people with intellectual disabilities and dementia; capable support; and outcomes.
(Edited publisher abstract)
Guidance for professionals working in clinical and social care services to help improve the quality of life of people with intellectual disabilities who develop dementia, focusing on assessment, diagnosis, interventions and support. The guidance is aimed at clinicians in intellectual disabilities and older peoples’ mental health services and services for younger people with dementia. It is a revision to the original joint British Psychological Society and the Royal College of Psychiatrists (2009) guidance on dementia and people with intellectual disabilities and has been updated using both the current research literature and the experience of senior clinicians working in the field. The guidance covers the following key topics: epidemiology; baseline assessment and monitoring; possible reasons for apparent decline in functioning; clinical presentation of dementia; assessment; establishing the diagnosis and breaking the news; additional health co-morbidities associated with dementia; conceptual understanding of the dementia process; philosophy of care; environments; meeting changing needs/interventions; medication; safe eating and drinking; palliative care and end of life issues; capable commissioning for people with intellectual disabilities and dementia; capable support; and outcomes.
(Edited publisher abstract)
Subject terms:
dementia, learning disabilities, quality of life, diagnosis, treatment, mental health services, health care, social care, palliative care, commissioning;
Presenting up-to-date information about dementia and intellectual disabilities, this book brings together the latest international research and evidence-based practice, and describes the relevance and implications for support and services. Experts from the UK, Ireland, the USA, Canada, Australia and the Netherlands discuss good practice and the way forward in relation to assessment, diagnosis, interventions, staff knowledge and training, care pathways, service design, measuring outcomes and the experiences of individuals, families and carers. The breadth of information offered is meant to inform support and services throughout the whole course of dementia, from diagnosis to end of life. Particular emphasis is placed on how intellectual disability and dementia services can work collaboratively to offer more effective, joined up support.
(Edited publisher abstract)
Presenting up-to-date information about dementia and intellectual disabilities, this book brings together the latest international research and evidence-based practice, and describes the relevance and implications for support and services. Experts from the UK, Ireland, the USA, Canada, Australia and the Netherlands discuss good practice and the way forward in relation to assessment, diagnosis, interventions, staff knowledge and training, care pathways, service design, measuring outcomes and the experiences of individuals, families and carers. The breadth of information offered is meant to inform support and services throughout the whole course of dementia, from diagnosis to end of life. Particular emphasis is placed on how intellectual disability and dementia services can work collaboratively to offer more effective, joined up support.
(Edited publisher abstract)
Subject terms:
dementia, learning disabilities, assessment, diagnosis, care pathways, training, intervention, service development, end of life care;
This volume is a comprehensive assessment tool for diagnosing dementia in people with Down's syndrome (a group known to be at particular risk of dementia). Based upon CAMDEX-R, CAMDEX-DS has been modified for use with intellectual disability. In order to differentiate decline due to dementia or other mental disorders from pre-existing impairment, particular emphasis has been placed on establishing change from the individual's best level of functioning. A framework for structured informant interview, a direct assessment of the patient/participant (CAMCOG), and guidance for diagnosis and intervention are included, providing a reliable way to identify dementia. Aimed at mental health professionals in community based settings, it can also aid on-going evaluation and inform future support and intervention strategies.
This volume is a comprehensive assessment tool for diagnosing dementia in people with Down's syndrome (a group known to be at particular risk of dementia). Based upon CAMDEX-R, CAMDEX-DS has been modified for use with intellectual disability. In order to differentiate decline due to dementia or other mental disorders from pre-existing impairment, particular emphasis has been placed on establishing change from the individual's best level of functioning. A framework for structured informant interview, a direct assessment of the patient/participant (CAMCOG), and guidance for diagnosis and intervention are included, providing a reliable way to identify dementia. Aimed at mental health professionals in community based settings, it can also aid on-going evaluation and inform future support and intervention strategies.