Search results for ‘Subject term:"learning disabilities"’ Sort:
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Dundee family support team: side by side respite care scheme
- Authors:
- ANDERSON David, BEVERIDGE Colin
- Publisher:
- Barnardo's
- Publication year:
- 1989
- Pagination:
- 46p.,bibliog.
- Place of publication:
- Edinburgh
Report on a collaborative project between Tayside Health Board, Tayside Social Work Department, and Barnardo's, which offers support services to families with a child or young person with learning difficulties living at home. Concentrates on one aspect of the services offered - respite care. Describes the setting up and running of the scheme, and looks at recruitment, assessment, training and support for carers.
Inpatient services for children and young people with an intellectual disability
- Author:
- RIPPON Lisa
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(4), December 2010, pp.4-8.
- Publisher:
- Emerald
Children and young people with an intellectual disability have a higher incidence of mental illness and challenging behaviour than individuals without cognitive impairment. An important component of potential treatment options that should be available to these young people is inpatient assessment and treatment in a learning disability-specific provision rather than mainstream inpatient child and adolescent mental health services (CAMHS). This article describes the characteristics of young people who gain most from being admitted to a specialist intellectual disability unit, discusses what should be the core features of the service treating young people with an intellectual disability, and examines how units should be evaluated and the challenges faced by such highly specialised services. The article argues that intellectual disability CAMHS inpatient services provide an essential component in the range of services for young people with an intellectual disability who present with mental illness or challenging behaviour. They can only be effective, however, if they are integrated into community provision, community professionals remain engaged throughout the admission, and all those involved with the young person are committed to implementing recommendations following discharge.
Caring for children with neurodevelopmental disabilities and their families an innovative approach to interdisciplinary practice
- Editors:
- VARGAS Claudia Maria, PRELOCK Patricia Ann, (eds.)
- Publisher:
- Lawrence Erlbaum Associates
- Publication year:
- 2004
- Pagination:
- 372p.
- Place of publication:
- Mahwah, NJ
The intent of this book is to demonstrate the importance of interdisciplinary practice in addressing the needs of children with neurodevelopment disabilities and their families by sharing the experiences and lessons learned from the Vermont Interdisciplinary Leadership Education for Health Professionals Programme. Children with neurodevelopment disabilities, such as mental retardation or autism, present multiple challenges to their families, their healthcare providers and their teachers. The authors suggest that it is all too easy for each professional consulted to see the problem only from their own perspective resulting in fragmented and potentially ineffective interventions. The model described here is multidisciplinary, family-centred and collaborative and one that has been demonstrated in practice. An important aspect of the approach is culturally competent assessment and adjusting the service to respond to cultural differences. Detailed case studies are used and references, study questions, list of resources and glossaries provided. The book is likely to be of interest to professionals in special education, communication sciences and disorders, clinical and counselling, psychology, neuropsychology and psychiatry, social work and paediatrics as well as programme administrators, students and parents.
Working together: helping children
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 2.8.01, 2001, pp.32-33.
- Publisher:
- Reed Business Information
An innovative project in Southampton draws together agencies from social services, health and education in a bid to offer a comprehensive package of help to children who are displayed severe challenging behaviour.
Developing local pathways for children and young people with learning disabilities and/or autism whose behaviours challenge (including those with mental health conditions): tools to develop local pathways
- Authors:
- SHURLOCK Jacqui, ROBINSON Carol
- Publishers:
- Challenging Behaviour Foundation, National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- Bath
Sets out key elements that should be in place to provide effective local support for children and young people with learning disabilities and/or autism whose behaviours challenge. The resource can be used by SEND joint commissioning boards and Transforming Care partnerships to help inform a strategic approach to local care pathways. It highlights the importance of working with children and families to develop local challenging behaviour pathways. The resource covers: needs-based commissioning; person-centred planning and preventative support; Positive Behavioural Support; referral routes; coordinated assessments and plans; multi-disciplinary working; pathways for children and young people at pre-school, school age, and in transition to adulthood; working in partnership with families; workforce development; and data and quality. It is one of a set of three resources commissioned by the NHS England Transforming Care Programme to help Transforming Care partnerships, local authorities and CCGs to work together with local families. (Edited publisher abstract)
Involving children with learning and communication difficulties: the perspectives of teachers, speech and language therapists and teaching assistants
- Authors:
- FEILER Anthony, WATSON Debby
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.113-120.
- Publisher:
- Wiley
Recent policy initiatives in the United Kingdom have highlighted the importance of hearing the child’s voice. Policy has also focused on improving services for children and young people who experience communication difficulties. Professionals who support these children need to work effectively together to enable this to happen. This study examined the perspectives of teachers, speech and language therapists and teaching assistants on involving children with severe learning and communication difficulties in decision-making at school. Semi-structured interviews were conducted at 2 special schools in England with 2 head teachers, 1 deputy head teacher, 3 speech and language therapists, 4 teachers, and 6 teaching assistants. Key findings are discussed, and these are presented under 3 main themes: child-focused issues; professional practice; and variation in perspective according to professional role. Involving children with severe learning and communication difficulties in decision-making was embraced as a key priority by most of the staff who participated. The discussion explores the links between these findings and the research and policy literature and considers the need for professional development opportunities that enhance effective teamwork.
Investigating four evaluation measures that aim to capture the impact of service intervention for children being seen by a community learning disability team
- Authors:
- HEBBLETHWAITE Amy, et al
- Journal article citation:
- Tizard Learning Disability Review, 12(4), December 2007, pp.20-30.
- Publisher:
- Emerald
Government guidelines state that health services must measure outcomes for patients. However, there is only limited evidence on outcome measures for children with learning disabilities. This paper reports on a study designed to investigate the suitability and effectiveness of four outcome measures (Health of the National Outcome Scales for Children and Adolescents - HoNOSCA, Children's Global Assessment Scale - C-GAS, Strengths and Difficulties Questionnaire - SDQ, and Commissioning for Health Improvement Experience of Service questionnaire - CHI) for a community team working with children and learning disabilities in the north of England. The paper highlights the difficulties in capturing the impact of service intervention in a multidisciplinary community setting. The implications of the research for clinical practice are discussed.
Service co-ordination: professionals' views on the role of a multi-agency service co-ordinator for children with disabilities
- Author:
- BEATTIE Anette
- Publisher:
- Handsel Trust
- Publication year:
- 2000
- Pagination:
- 36p.,bibliog.
- Place of publication:
- Birmingham
This review examines the literature pertaining to disabled children and their families. It also examines coordinating strategies and the role of the service co-ordinator for children with disabilities and other issues concerning inter professional collaboration.
Developing a child and adolescent mental health service for children with learning disabilities
- Authors:
- GREEN Kath, et al
- Journal article citation:
- Psychiatric Bulletin, 25(7), July 2001, pp.264-267.
- Publisher:
- Royal College of Psychiatrists
Discusses the development of a service for children with learning disabilities within a child and adolescent mental health team using the Health Advisory Service Together We Stand tier system. The paper also includes an audit of the service 8 months after it was started. The audit suggests that the aims of the service are being achieved but given the fact that the numbers of new referrals significantly outweigh the discharge rate, it is concluded that a greater emphasis is placed on liaison, consultation and joint working with other agencies.
Do the families of children with development disabilities obtain recommended services: a follow-up study
- Authors:
- PABIAN Wendy E., et al
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 3(1), 2000, pp.45-58.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Interdisciplinary teams provide a comprehensive evaluation for children with disabilities and their families and generate appropriate recommendations. Although recommendations are provided with the expectation that the families will follow through and obtain these services for their children and for themselves, it is not clear which recommended services have been obtained by the families. In this four-month follow-up of 36 families in the USA, it was found that 84 percent of educational services, 89 percent of medical services are also discussed.