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Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country
- Authors:
- ATUTXA Garazi Yurrebaso, MARTINEZ-RUEDA Natxo, LASA Javier Galarreta
- Journal article citation:
- British Journal of Learning Disabilities, 49(1), 2021, pp.72-79.
- Publisher:
- Wiley
Background: Although studies have long identified the practices that must be included in transition programmes to improve the outcomes for young people with intellectual disabilities when becoming adults, less information is available regarding the degree to which those best practices are being developed and/or implemented. Materials and methods: This exploratory research assesses the implementation level of those best practices in a school programme to facilitate the transition to adult life in the Basque Country, Spain. The opinions of professionals were asked through an ad hoc questionnaire, and a case study of three schools was conducted through observation, documentation analysis, interviews and focus groups. Results and discussion: The professionals were found to have a positive opinion of the implementation degree of the best practices, except for the inclusion dimension. Although analysing the cases partially confirmed this opinion, contradictions emerge as these best practices cannot always be identified in the running of schools. The dimensions with major discrepancy are related to the individualised transition planning, family involvement and interagency collaboration. Conclusion: Despite having identified best practices in all dimensions, delving deep into the professionals' understanding concerning best practices is crucial. (Edited publisher abstract)
Police readiness for tackling hate crime against people with learning disabilities: areas for improvement and examples of good practice
- Authors:
- SIN Chih, SHIKH Sanah, KHANNA Mohini
- Journal article citation:
- Safer Communities, 11(3), 2012, pp.145-153.
- Publisher:
- Emerald
A number of high-profile cases of hate crime against people with learning disabilities have led to increasing concerns about the failure of police services to tackle the issues. This paper reports on research conducted for the ‘Stand By Me’ campaign which aimed to examine the extent to which police services are set up to deal with hate crime against people with learning disabilities. Semi-structured interviews were conducted with representatives from 14 police services in England. In addition, key documents submitted by the police services were reviewed and a focus group with 8 people with learning disabilities was conducted. The findings are discussed under the following themes: infrastructure and set-up; understanding; data recording; and reporting. The findings indicate that many police services are committed to tackling hate crime against people with learning disabilities. A variety of individuals have responsibility for dealing with hate crime and accountability structures are often unclear. Many services do not have hate crime policies that deal specifically with people with learning disabilities, or even disabled people in general. More training is required to ensure staff are equipped to deal with the issues. Hate crime statistics are regarded as unreliable due to significant under-reporting. However, a few services have implemented interventions to encourage reporting through awareness-raising and multi-agency working.
Mitigating the impact of the ‘silos’ between the disability and aged-care sectors in Australia: development of a best practice framework
- Authors:
- HUSSAIN Rafat, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(6), 2021, pp.1477-1488.
- Publisher:
- Wiley
Background: Although a ‘person-centred focus’ is a legislated objective for both aged-care and disability services sectors in Australia, evidence suggests limited translation into systems and practices due to entrenched silos. This paper proposes a Best Practice Framework to mitigate these silos. Methods: Mixed-methods research comprising key informant interviews with major stakeholders across both sectors; a survey of people with/without intellectual disability aged 60+ years; qualitative in-depth interviews; and survey of health professionals. Results: There is an urgent need to develop inter-sectoral ‘integrated care systems’. Key components include choice in accommodation; regular assessment of health and well-being indicators; development and adoption of nationally consistent policies/standards across integrated aged- and disability-care sectors; improved strategies for workforce planning; and upskilling of existing staff including place-based collaboration. Conclusions: An integrated service model requires collaboration on broader public policy instruments, appropriate planning and resourcing. A strategic shift is required to ensure better quality person-centred support systems. (Edited publisher abstract)
Typology of community living transitions for people with intellectual disabilities: are current experience in rehabilitation centers tied to the best practices?
- Authors:
- LONGTIN Veronique, DUFOUR Sarah, MORIN Diane
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 17(2), 2020, pp.176-184.
- Publisher:
- Wiley
Since the beginning of the deinstitutionalization of individuals with intellectual disabilities (ID), few studies have been carried out on the community living transitions process. Policies require to offer hosting services which respect the ideology of “seeking a home,” in accordance with the choices of individuals with ID. The involvement of individuals with ID in their own community living transition and concerted planning are considered to be part of the best practices. This study provides a portrait of community living transitions within rehabilitation centers. The aim was to develop new insights into the experience of community living transitions for people who have an ID. Specifically, this study identifies (1) a typology of community living transitions and (2) the gaps between best practices, desired practices, and current practices from the educators' viewpoint. Educators (n = 19) were randomly selected to participate in three focus groups and share their support experiences during community living transitions. Qualitative content analyses identified a typology of community living transitions. One out of the six types of transitions identified offered favorable conditions for a transition that involves the person with ID in his or her own transition and collaborative planning (prepared ). The other types of transitions (last minute , explosive , turnkey , waiting room ) all offered fewer opportunities for the person with ID to be involved in the transition process. Educators identified the characteristics of an ideal community living transition (as if it were myself ). Gaps between the participants' experiences and best practices were identified, particularly regarding the involvement of individuals with ID in decisions concerning their own community living transition. The organization of the hosting services and a lack of accommodation resources influence the transition preparation time, the amount of collaborative planning, and the level of involvement of the person with ID. Implications of the gaps between experiences and best practices are identified. (Publisher abstract)
Assessing behaviour support plans for people with intellectual disability before and after the Victorian Disability Act 2006
- Authors:
- PHILLIPS Louise, WILSON Linda, WILSON Erin
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 35(1), March 2010, pp.9-13.
- Publisher:
- Taylor and Francis
A behaviour support plan is a written explanation of the challenging behaviour and the strategies service providers use to address these. This study aimed to identify the extent to which behaviour support plans for people with intellectual disability are inclusive of best practice criteria, with a comparison made prior to and following proclamation of the Disability Act (2006) in Victoria, Australia. The study used a data collection instrument developed by the researchers incorporating best practice criteria as identified in the review of literature and Victorian legislative requirements. The instrument was used to assess a sample of behaviour support plans. Findings suggested that best practice criteria were inadequately included in behaviour support plans with little difference between pre- and post-Act plans. In conclusion, the authors suggest that the results of the study revealed that disability support staff were ill equipped to undertake the complex assessments, planning, and implementation associated with behaviour support strategies, despite the legislative framework that guides and directs this intervention.
Research into practice
- Author:
- MANTHORPE Jill
- Journal article citation:
- Community Care, 2.5.02, 2002, p.47.
- Publisher:
- Reed Business Information
Reports on research that highlights good practice in supporting people with high support needs to make decisions.
Having a good day?: people's stories: easy read
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 12p.
- Place of publication:
- London
An easy read summary from a project which looked at the best ways to support people with learning disabilities to have something good to do in the daytime. It provides a number of stories of people with learning disabilities which bring together all the good points from the study.
Having a good day?: a study of community-based day activities for people with learning disabilities: a summary
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 10p.
- Place of publication:
- London
This project is about finding the best ways to support people with learning disabilities to have good community day activities. People with learning disabilities and carers are at the centre of this project. This knowledge review addresses a specific question: What has, and what has not contributed to the successful provision of community-based day activities for all people with learning disabilities?
Having a good day?: a study of community-based day activities for people with learning disabilities
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, COLE Angela, et al
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 137p.
- Place of publication:
- London
This project is about finding the best ways to support people with learning disabilities to have good community day activities. People with learning disabilities and carers are at the centre of this project. This knowledge review addresses a specific question: What has, and what has not contributed to the successful provision of community-based day activities for all people with learning disabilities?
Implementing evidence-based practice: the challenge of delivering what works for people with learning disabilities at risk of behaviours that challenge
- Authors:
- DENNE Louise D., et al
- Journal article citation:
- Tizard Learning Disability Review, 25(3), 2020, pp.133-143.
- Publisher:
- Emerald
Purpose: There is an apparent disconnect between the understanding of best practice and service delivery in the support of people with learning disabilities at risk of behaviours that challenge. We suggest, is a problem of implementation. The purpose of this paper is to explore reasons why this might be the case: a failure to recognise the collective works of successive generations of research and practice; and a failure to address the macro-systems involved and systems changes needed to support implementation. Design/methodology/approach: This paper reviews the consensus that exists in respect of best practice. Drawing upon ideas from implementation science the paper highlights the complexities involved in the implementation of all evidence-based practices and uses this as a framework to propose ways in which an infrastructure that facilitates the delivery of services in the learning disabilities field might be built. Findings: This paper highlights core recommended practices that have been consistent over time and across sources and identifies the systems involved in the implementation process. This paper demonstrates that many of the necessary building blocks of implementation already exist and suggests areas that are yet to be addressed. Critically, the paper highlights the importance of, and the part that all systems need to play in the process. Originality/value: In the absence of any generalised implementation frameworks of evidence-based practice in the learning disabilities field, the paper suggests that the findings may provide the basis for understanding how the gap that exists between best practice and service delivery in the support of people with a learning disability at risk of behaviours that challenge might be closed. (Edited publisher abstract)