This paper aims to identify the characteristics practitioners consider essential to effective multisensory rooms and the barriers they experience when trying to realise the potential of such rooms. Design/methodology/approach: The paper presents semi-structured interviews with 27 multisensory room practitioners from a range of backgrounds followed by analysis to identify key characteristics and barriers. Findings: Eleven positive room characteristics were identified. The three deemed most significant were that the rooms are dark, activity associated and uninterrupted spaces. Two negative room characteristics were identified: inaccessible design and broken equipment. Ten barriers to effective multisensory room practice were identified and grouped according to themes of logistics, suboptimal usage and practitioner capabilities.Research limitations/implications: The research focuses on a small self-selecting sample, coded by one person acting independently of any institution. This is an under researched area which would benefit from further more rigorous investigation. Practical implications: This research enables practitioners to remove barriers to effective multisensory room practice and to focus on the characteristics most significant in generating benefits for room users. Understanding of the essential characteristics and potential barriers to effective practice will allow practitioners to better exploit limited resources of time, money and staffing.Originality/value: Past research into multisensory rooms has focused on specific user groups or specific multisensory environments. This research examined multisensory room practice across both a range of environments and a range of users, giving an original overview of current multisensory room usage in the UK.
(Publisher abstract)
This paper aims to identify the characteristics practitioners consider essential to effective multisensory rooms and the barriers they experience when trying to realise the potential of such rooms. Design/methodology/approach: The paper presents semi-structured interviews with 27 multisensory room practitioners from a range of backgrounds followed by analysis to identify key characteristics and barriers. Findings: Eleven positive room characteristics were identified. The three deemed most significant were that the rooms are dark, activity associated and uninterrupted spaces. Two negative room characteristics were identified: inaccessible design and broken equipment. Ten barriers to effective multisensory room practice were identified and grouped according to themes of logistics, suboptimal usage and practitioner capabilities.Research limitations/implications: The research focuses on a small self-selecting sample, coded by one person acting independently of any institution. This is an under researched area which would benefit from further more rigorous investigation. Practical implications: This research enables practitioners to remove barriers to effective multisensory room practice and to focus on the characteristics most significant in generating benefits for room users. Understanding of the essential characteristics and potential barriers to effective practice will allow practitioners to better exploit limited resources of time, money and staffing.Originality/value: Past research into multisensory rooms has focused on specific user groups or specific multisensory environments. This research examined multisensory room practice across both a range of environments and a range of users, giving an original overview of current multisensory room usage in the UK.
(Publisher abstract)
Subject terms:
learning disabilities, learning disabilities services, therapy and treatment, sensory impairments, autistic spectrum conditions, severe learning disabilities, good practice;
In this report, people with a learning disability and autism offer their views on what needs to change to improve the quality of care and support to make a successful return to their communities. It includes the stories of five individuals to show the challenges they face, including: problems as a child or teenager, poor quality care and support in prison or in hospital; problems in prison; and lack of support when living in the community. The report sets out what commissioners need to do to improve people's return to communities and includes seven steps to success for commissioners. It is a joint publication by NHS England and Pathways Associates and was co-produced with people with a learning disability and autistic people. The report will be useful for NHS England, specialist commissioners, clinical commissioning groups (CCGs), local authorities and anyone working in the criminal justice system.
(Edited publisher abstract)
In this report, people with a learning disability and autism offer their views on what needs to change to improve the quality of care and support to make a successful return to their communities. It includes the stories of five individuals to show the challenges they face, including: problems as a child or teenager, poor quality care and support in prison or in hospital; problems in prison; and lack of support when living in the community. The report sets out what commissioners need to do to improve people's return to communities and includes seven steps to success for commissioners. It is a joint publication by NHS England and Pathways Associates and was co-produced with people with a learning disability and autistic people. The report will be useful for NHS England, specialist commissioners, clinical commissioning groups (CCGs), local authorities and anyone working in the criminal justice system.
(Edited publisher abstract)
Subject terms:
learning disabilities, community care, autism, autistic spectrum conditions, hospitals, prisons, commissioning, learning disabilities services, discharge planning;
Summarises the main themes discussed at an event held for families who had children and young people in Assessment and Treatment Units, or who had recently had them in there. The event aimed to find out where the issues began, what support had been available, what support was needed and also what recommendations they had. The event was attended by 29 parents from across the England. The findings are discussed around 14 themes covering issues families raised and recommendations based on the solutions they identified. The themes cover: social care and local services; special education needs, personalisation, legal support and information, parents being blamed rather than seen as a resource, lack of understanding of autism, criminal justice, mental health, the complaints, care and treatment reviews, medication, staffing and assessment treatment units, and the discharge experience. Based on the findings of the event the report makes a series of recommendations.
(Edited publisher abstract)
Summarises the main themes discussed at an event held for families who had children and young people in Assessment and Treatment Units, or who had recently had them in there. The event aimed to find out where the issues began, what support had been available, what support was needed and also what recommendations they had. The event was attended by 29 parents from across the England. The findings are discussed around 14 themes covering issues families raised and recommendations based on the solutions they identified. The themes cover: social care and local services; special education needs, personalisation, legal support and information, parents being blamed rather than seen as a resource, lack of understanding of autism, criminal justice, mental health, the complaints, care and treatment reviews, medication, staffing and assessment treatment units, and the discharge experience. Based on the findings of the event the report makes a series of recommendations.
(Edited publisher abstract)
This report presents further findings from the 2013 Learning Disability Census, following an initial report published in December 2013. The Census provides a snapshot of inpatients with learning disabilities, autistic spectrum disorder and/or challenging behaviour, and the services they receive. The survey was one of the initiatives commissioned in response to the abuse at Winterbourne View Hospital. This report contains information relating to patient experience of care including: drug administration; incidents, restraint and seclusion; ward accommodation, uses of the Mental Health Act (1983), and information on the commissioning and provision of learning disability services including costs and care planning. The census data was collected on 30 September 2013. Responses from 104 provider organisations were received on behalf of 3,250 service users.
(Edited publisher abstract)
This report presents further findings from the 2013 Learning Disability Census, following an initial report published in December 2013. The Census provides a snapshot of inpatients with learning disabilities, autistic spectrum disorder and/or challenging behaviour, and the services they receive. The survey was one of the initiatives commissioned in response to the abuse at Winterbourne View Hospital. This report contains information relating to patient experience of care including: drug administration; incidents, restraint and seclusion; ward accommodation, uses of the Mental Health Act (1983), and information on the commissioning and provision of learning disability services including costs and care planning. The census data was collected on 30 September 2013. Responses from 104 provider organisations were received on behalf of 3,250 service users.
(Edited publisher abstract)
Subject terms:
learning disabilities, autistic spectrum conditions, challenging behaviour, antipsychotic medication, restraint, service users, care planning, costs, mental health law, hospitals, placement, learning disabilities services, demographics;
One of the 29 recommendations of the 'The same as you?' review was that local authorities and health boards should draw up Partnership in Practice agreements (PiPs). The aim of this national overview report is to provide feedback on the key messages that emerge from a review of all of the 2004-2007 PiPs, taking account of additional evidence from other sources. Key themes identified are: health promotion and improving access to health, Local Area Coordination, carers, short breaks or respite, autism spectrum disorders, Direct Payments, day services, further education and employment, supported living and vulnerable adults. This report aims to highlight positive developments that can be shared to support improvement across Scotland, and to inform the next round of plans for 2007-2010.
One of the 29 recommendations of the 'The same as you?' review was that local authorities and health boards should draw up Partnership in Practice agreements (PiPs). The aim of this national overview report is to provide feedback on the key messages that emerge from a review of all of the 2004-2007 PiPs, taking account of additional evidence from other sources. Key themes identified are: health promotion and improving access to health, Local Area Coordination, carers, short breaks or respite, autism spectrum disorders, Direct Payments, day services, further education and employment, supported living and vulnerable adults. This report aims to highlight positive developments that can be shared to support improvement across Scotland, and to inform the next round of plans for 2007-2010.
Subject terms:
joint working, learning disabilities, learning disabilities services, short break care, social care provision, supported living, vulnerable adults, autistic spectrum conditions, carers, day services, direct payments, employment, health education;