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Evaluation of the Oliver McGowan mandatory training trial in learning disability and autism
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2022
- Pagination:
- 90
- Place of publication:
- Bath
This report sets out the findings from an evaluation of the Oliver McGowan Mandatory Training Trial in Learning Disability and Autism, which aims to ensure that staff working in health and social care are better able to understand the needs of autistic people and people with a learning disability, resulting in improved services, less health inequality and the elimination of avoidable death. Three different training packages were trialled and evaluated (Training A, B and C). Each training package had two components: Tier 1 Training, designed for those who require a general awareness of autistic people/people with a learning disability and the support needed; Tier 2 Training, designed for those who may need to provide care and support for autistic people/people with a learning disability. Developing a standardised training package that is effective for large groups of staff across different settings will inevitably pose a challenge. The evaluation concludes that the Oliver McGowan Training is a unique opportunity to make a difference to the lives of autistic people and people with a learning disability. While the data can inform decisions about the content and mode of training, the main challenge now will be how to ensure consistent, high-quality delivery of the training and to ensure it leads to an improvement in the delivery of care and support to people with a learning disability and autistic people. There is a need for longer-term work to explore the impact of this training on health and social care provision for people with a learning disability and autistic people. (Edited publisher abstract)
Less than the sum of the parts: lived experience of ATUs and mental health in-patient settings in the SELTCP region
- Authors:
- CLARE Jo, LOVE Alison, CEREZO Miren
- Publisher:
- Three Cs
- Publication year:
- 2020
- Pagination:
- 92
- Place of publication:
- London
A research into lived experience of Assessment and Treatment Units (ATUs) and other in-patients units for adults and children with learning disabilities and/or autism with ‘challenging behaviour’. Commissioned by South East London Transforming Care Partnership, the research involved a total of 11 people with lived experience, including three adults with autism and/or learning disabilities and eight family members. The study finds that with few exceptions, ATUs are not fit for purpose and actively harm those they are intended to treat. Only one children’s ward and one of eight ATU, PICU or in-patient services were described by witnesses as fully competent at assessment, treatment and resettlement of children and adults with learning disabilities and/or autism. The rest were mixed (in one case) or experienced as fundamentally incompetent and routinely breached the human and civil rights of patients with learning disabilities and/or autism (six cases). Whilst ATUs spend inordinate amounts of time seeking to diagnose or exclude specific mental illness, their primary modus operandi (detention, segregation, seclusion, restraint) deprive patients of the psychosocial aspects of existence (sleeping well, eating well, meaningful activity, exercising, time with friends and family) that are known to keep children and adults healthy and mentally well. While acknowledging that only a full closure programme will ‘fix’ the ATU system problem and stop the human rights abuses which are endemic to it, the authors make a series of recommendations to help improve human rights in ATUs in the interim. (Edited publisher abstract)
Choosing autism interventions: a research-based guide
- Authors:
- FLEMING Bernard, HURLEY Elisabeth, THE GOTH
- Publisher:
- Pavilion Publishing
- Publication year:
- 2015
- Place of publication:
- Brighton
Provides an accessible evidence-based overview of the most commonly used interventions for children and adults on the autism spectrum. It summarises best clinical practice from the National Institute for Health and Care Excellence (NICE) and gives a set of tools to help evaluate interventions. The guide meets the requirements of the NHS Information Standard and may be of value to people with autism, their parents and carers and professionals alike. (Edited publisher abstract)
The impact of four family support programmes for people with a disability in Ireland
- Authors:
- DALY Louise, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 19(1), 2015, pp.34-50.
- Publisher:
- Sage
- Place of publication:
- London
Background: This article reports on an evaluation of four family support programmes in Ireland for families of people with a physical or an intellectual disability or autism. The focus of the evaluation, which took place within a year of the programmes’ completion, was on establishing whether the programmes had an impact on families’ capacity to effectively support their family member. Method: A mixed-method design was used, which included a survey (n = 38) and interviews (n = 19) with participating family members. Ethical approval for the study was given by the relevant university ethics committee. Results: Findings suggest that participation in the programmes enhanced knowledge, attitudes, and competencies of families and also impacted their ability to advocate for their family member and to connect with the community. Discussion and conclusions: Whilst outcomes were overwhelmingly positive, further follow-up would be required to ascertain if sustained capacity building took place. (Publisher abstract)
Adults with learning disabilities known to local authorities in Scotland: a national dataset
- Authors:
- STUART Claire, et al
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.15-23.
- Publisher:
- Emerald
This paper discusses collection of data on adults with learning disabilities who are known to local authorities in Scotland by Learning Disability Statistics Scotland. It looks at the the use of this data to support government policy and evaluation the implementation of policy. The paper provides insights to the project's processes, uses, challenges and future plans. It details the position of the data outputs within a policy context and the role these might play within a broader research agenda. Individual level data are requested from all 32 local authorities on adults aged 16-17 who are not in full-time education and those aged 18 and over. Annual data guidance is developed in conjunction with local authorities prior to the collection and is issued to standardise the process and manage avoidable error. The collated data are extracted from local authority administrative data and records are provided on each adult regardless of whether they are currently receiving a service. Anonymisation takes place prior to upload and strict guidelines are followed to ensure it is not possible to identify individuals. This paper will be of interest to those interested in data on learning disability and those with an interest in the analytical potential of an individual level national data set. (Edited publisher abstract)
The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism
- Authors:
- JACKSON Sarah, DUPEROUZEL Helen
- Journal article citation:
- Good Autism Practice, 13(1), May 2012, pp.64-68.
- Publisher:
- British Institute of Learning Disabilities
Many adults with autism are not receiving enough support to meet their needs. This lack of effective support often leads to frustration, deterioration in their behaviour, and a label of challenging behaviour. This article describes a pilot staff training programme designed to increase awareness of autism-specific interventions. The training was designed for 26 core staff members (5 registered nurses and 21 support workers) working in 2 low-security flats within a hospital ward in Lancashire. These staff supported 7 service users diagnosed with autism and learning disabilities who also displayed extremes of challenging behaviour. Meetings with key stakeholders highlighted 4 themes that were pertinent to the 7 service users: environmental support; communication strategies; behavioural approaches; and person-centred approaches. These themes formed the basis of the training package. The training was delivered in 8 sessions over a 2 month period. The training was evaluated using questionnaires administered to all the staff pre- and post-training, and qualitative staff interviews conducted with 17 staff. The findings showed that the training led to a marked decrease in challenging behaviour as well as to a significant increase in staff knowledge.
Named Social Worker: programme evaluation - final report
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, INNOVATION UNIT
- Publishers:
- Social Care Institute for Excellence, Innovation Unit
- Publication year:
- 2018
- Pagination:
- 71
- Place of publication:
- London
Final evaluation of the Named Social Worker pilot, which looked at how having a named social work can contribute to people with learning disabilities, autism or mental health needs achieving better outcomes. Specifically it looked at how they and their family can be in control of decisions about their own future, and are supported to live with dignity and independence. This report presents learning from the second phase of the pilot, which ran from October 2017 to March 2018 and involved the six sites of Bradford, Halton, Hertfordshire, Liverpool, Sheffield and Shropshire. Three sites focused on transition cases while the other three worked with individuals who were from learning disability or Transforming Care cohorts. The report provides profiles of each of the pilot sites, defines the NSW approach and its impact. Each site tailored their own approach to reflect local needs, but the objectives for all the sites was to provide excellent person-centred support, equip social workers to be enablers of person-centred and asset-based care; build more effective and integrated systems that bring together health, care and community support and deliver efficiency savings. Key findings show that despite the short implementation period, sites were highly positive about their experience of the Named Social Work pilot. The evaluation evidence suggests that the NSW pilot had significant impact at three levels of impact: improving outcomes and experiences for individuals with learning disabilities, autism and mental health conditions and the people around them; changing social work practice, by enabling NSWs to develop their knowledge and skills and develop ‘good social work’ practice; and enabled pilot sites to trial new ideas for working and explore and tackle wider systemic conditions. The report makes recommendations for government, training and professional bodies; and recommendations for other sites looking to embed an NSW approach. (Edited publisher abstract)
Named Social Worker: summary of evaluation findings
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2018
- Pagination:
- 17
- Place of publication:
- London
Summary evaluation findings from phase 2 of the Named Social Worker (NSW) programme evaluation. The Programme was initiated by the Health and Social Care to build an understanding of how a named social worker can help to improve outcomes for individuals with learning disabilities, autism and mental health conditions. The Social Care Institute for Excellence (SCIE) and the Innovation Unit, worked with the six Phase 2 sites to assess the impact of the pilot on the individuals engaged in the pilot, the named social workers and the wider system. Three sites focused on transition cases while the other three worked with individuals who were from learning disability or Transforming Care cohorts. Despite the short pilot timeframe, the evaluation evidence suggests that the NSW pilot had impact across three levels: on the individuals engaged in the pilot, on the named social workers themselves and on the wider system. A predictive financial return on investment (FROI) exercise also suggested that financial return on investment (ROI) of the NSW pilot was positive for all sites. (Edited publisher abstract)
Putting people at the heart of social work: lessons from the Named Social Worker Programme
- Authors:
- INNOVATION UNIT, SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publishers:
- Innovation Unit, Social Care Institute for Excellence
- Publication year:
- 2018
- Pagination:
- 54
- Place of publication:
- London
This guide explores lessons for practice from the Named Social Worker (NSW) programme, which piloted new social work approaches to improve outcomes and experiences for people with learning disabilities and/or autism and for the people around them. Through the initiative, people were assigned a named social worker who could build a trusting relationship with them, advocate on their behalf and coordinate their care and support in a more holistic and person-centred way. The guide makes the case for ‘better social work practice’, drawing on the learning and emerging evidence from NSW programme sites; identifies common principles and enablers of ‘good social work’ and what this means for people with learning disabilities; It also provides advice on developing an evaluation approach that captures the qualitative and quantitative impact of different ways of working. The appendix includes tools and case studies from the pilot sites. (Edited publisher abstract)
Evaluation of the Oliver McGowan mandatory training in learning disabilities and autism: an interim report
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2021
- Pagination:
- 37
- Place of publication:
- Bath
This interim report summarises the progress made so far in the trial of the Oliver McGowan Mandatory Training in Learning Disability and Autism. The aim of the training is to ensure staff working in health and social care are better able to understand the needs of autistic people and people with learning disabilities, provide improved services, reduce health inequality, and eliminate avoidable death. As of October 2021, sites are still delivering training and the evaluation team continues to collect data. The evaluation explored what works and for whom in learning disability and autism training; the estimated costs associated with the wider rollout of the mandatory training; the potential challenges and barriers to rolling out the programme; evidence that learning disability and autism training delivered through the trial has led to an improvement in the delivery of care and support to people with learning disability and autism. Broadly speaking, the Tier 1 training from all the sites has been well received across all the modes of delivery. There is strong evidence that the involvement of people with lived experience is central to people’s positive experiences of the training. We find it encouraging that there are early signs that the Tier 1 training alone is making a difference to people’s knowledge, skills and confidence. The real impact of this training will be known when we complete the follow-up surveys and interviews and can explore if people have been able to put this into practice. (Edited publisher abstract)