Search results for ‘Subject term:"learning disabilities"’ Sort:
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What is normal behaviour in persons with developmental disabilities?
- Authors:
- DOSEN Anton, De GROEF Johan
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(5), 2015, pp.284-294.
- Publisher:
- Emerald
Purpose: Annoying and bothersome behaviours among persons with developmental disabilities (DD) is a relatively frequent phenomenon. However, not all behaviour that is difficult to accept in its surroundings should be seen as abnormal or problem behaviour (PB). Some of these behaviours may be an expression of a person’s psychosocial needs and may be considered as adaptive and normal. The paper aims to discuss these issues. Design/methodology/approach: Authors attempt to discuss relevant issues in persons with DD which have an impact on their behaviour, intending in this way to define criteria for a reliable differentiation between normal and abnormal behaviour and psychiatric disorders. Findings: Differentiating between normal and abnormal may be a difficult task for a professional treating persons with DD because of the lack of adequate criteria for such differentiation. The problem becomes even more complex when one attempts to differentiate between PB and psychiatric disorder. By approaching the subject from a developmental perspective and by determining the level of the person’s emotional development, insight in subjective person’s experiences was achieved. On the ground of a “good practice” the authors made schemata outlining criteria for differentiation between these constructs. Originality/value: The application of these schemata in the practice made it easier to establish appropriate diagnoses and was favourable for the planning of adequate treatment and support of persons with DD and mental health problems. (Publisher abstract)
Psychosocial experiences of chronic illness in individuals with an intellectual disability: a systematic review of the literature
- Authors:
- FLYNN Samantha, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 19(2), 2015, pp.178-194.
- Publisher:
- Sage
- Place of publication:
- London
Background: Increased life expectancy has led to an increase in diagnoses of chronic illness in people with an intellectual disability; despite this increase, research about the psychological impact is rare. This review explored the psychosocial experiences of chronic illness in adults with an intellectual disability, revealing potential predictors and moderators of these experiences. Methods: Online databases were systematically searched to identify relevant literature, using predefined inclusion criteria. Of the 25,058 titles initially identified, 4 were included, that is, those collecting data on people with an intellectual disability and diagnosed with cancer (n = 2), chronic pain (n = 1) and diabetes (n = 1). Results: Narrative synthesis of the data identified six themes, namely, (1) delayed diagnosis, (2) information, communication and understanding, (3) negative psychological consequences, (4) negative physical consequences, (5) social perception and (6) social support. Conclusions: There are unmet needs within this population, including a lack of assistance in understanding their illness. A substantial gap in the literature should be addressed through further empirical work. (Publisher abstract)
“I’d trust them if they understood learning disabilities” support needs of people with learning disabilities in the Criminal Justice System
- Authors:
- HOWARD Ruth, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(1), 2015, pp.1-4.
- Publisher:
- Emerald
Purpose: People with learning disabilities (LD) often lack necessary support in navigating and coping within the Criminal Justice System (CJS). The purpose of this paper is to explore their experiences, from their own perspective, and identify the supports which need to be implemented. Design/methodology/approach: Focus groups were held with nine patients in a forensic LD service, discussing their experiences and support needs within the CJS. Template analysis was undertaken on the transcripts. Findings: Four themes were identified: negative feelings, professional attitudes, suitability of the CJS, and supports needed. Practical implications: This research demonstrates the valuable opinions to be obtained from offenders with LD on their experiences and needs. Implications for the CJS include a need for further awareness, training, and expertise to work effectively with people with LD. Participant perspectives also highlight the importance of consistent liaison and diversion schemes, and indicate that CJS services may have something to learn from healthcare settings. Originality/value: Previous knowledge of offenders with LD overlooked the perspective of the service user. This research has given this group a voice, and has benefited from their insight. This is a timely piece of research in the current landscape of the CJS, and so these findings may be of practical value to the implementation of supports, particularly the liaison and diversion schemes. (Publisher abstract)
Vision awareness training for health and social care professionals working with people with intellectual disabilities: post-training outcomes
- Authors:
- DICK Joanne, et al
- Journal article citation:
- British Journal of Visual Impairment, 33(3), 2015, pp.227-238.
- Publisher:
- Sage
People with intellectual disabilities are 10 times more likely to have a visual impairment, compared to the wider population, yet lack of awareness of their particular vision needs among health and social care professionals can act as a barrier to accessing appropriate care and treatment. Vision awareness training was delivered to 104 health and social care professionals who work with people with intellectual disabilities over a 12-month period. In all, 90 (87%) completed pre- and post-training questionnaires, using repeat measures, to determine training outcomes. Vision awareness training was found to significantly increase health and social care professionals’ knowledge/awareness of the vision needs of people with intellectual disabilities, and their confidence in recognising signs of sights loss and recommending eye test referrals for their clients. Vision awareness training addresses a recognised barrier to effective vision health care delivery for people with intellectual disabilities. (Publisher abstract)
Commentary on “An audit of an Intensive Interaction service”
- Author:
- BAKER Peter
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.117-120.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on “An audit of an Intensive Interaction service”. Design/methodology/approach: Drawing on the literature regarding other related person-centred approaches and clinical and research experience, an argument is made that people with profound intellectual and multiple disabilities are particularly at risk when service innovation does not account for their unique needs. Findings: Practice and service models need to specifically account for the needs of people with profound intellectual and multiple disabilities. Originality/value: The commentary draws attention to the importance of implementation and seeks to draw lessons from well established, service wide approaches for people with intellectual disabilities. (Publisher abstract)
A few steps along the road? promoting support for parents with learning difficulties
- Author:
- TARLETON Beth
- Journal article citation:
- British Journal of Learning Disabilities, 43(2), 2015, pp.114-120.
- Publisher:
- Wiley
This paper considers the impact of research and development work around parenting by adults with a learning difficulty undertaken at the Norah Fry Research Centre (NFRC) since 2005. It discusses how their understanding of the support needs of parents with learning difficulties grew through an initial mapping study which led to the concept of ‘Parenting with Support’. It then discusses the development of the Working Together with Parents Network which has endeavoured to continue to draw together and promote positive support for parents with learning difficulties and how the subsequent research at NFRC has been undertaken with a desire to further understand and support the development of this positive practice. It describes how this work has supported professionals already aware of parents with learning difficulties’ support needs and but has yet to engage with the far wider range of professionals and agendas involved in supporting vulnerable families. (Edited publisher abstract)
‘Transitions are scary for our kids, and they're scary for us’: family member and youth perspectives on the challenges of transitioning to adulthood with autism
- Authors:
- CHEAK-ZAMORA Nancy C., TETI Michelle, FIRST Jennifer
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(6), 2015, pp.480-560.
- Publisher:
- Wiley
Background: Adolescents with autism spectrum disorder (ASD) face many challenges as they age into adulthood. Because little is known about the perspectives of caregivers and youth during this critical transition, this study explored their social, educational, and vocational needs and experiences. Method: Two focus groups were conducted with youth with ASD (n = 13) and two focus groups were conducted with their caregivers (n = 19), where theme analysis strategies derived from Grounded Theory were utilised to identify themes. Results: Both groups experienced fear and anxiety about transitioning, unmet needs were also high, leaving caregivers struggling to fill gaps. Most caregivers and youth reported lacking individualised services. Caregivers faced difficulty in motivating youth and creating opportunities for education and employment. Although youth have future goals, they were unaware of steps needed to accomplish them and hesitant to talk to caregivers. Conclusions: Findings indicate considerable unmet needs for caregivers and youth with ASD. Perspectives of both groups should be considered when developing programmes and educating providers. (Edited publisher abstract)
Development and implementation of autism standards for prisons
- Authors:
- LEWIS Alexandra, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(2), 2015, pp.68-80.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe the experience of a southern English young offenders institution in developing and implementing standards to improve awareness and care of prisoners with autistic spectrum disorders (ASD). Design/methodology/approach: Some contextual factors driving the project are discussed, the multi-agency process involved in the development and implementation of the standards is described and recommendations are made regarding implementation of the standards in other settings. Findings: It is expected that successful implementation of the standards will reduce the level of distress and difficulty experienced by people with ASD who find themselves in custody, it will also improve the prison’s ability to meet the needs of prisoners with ASD and thereby improve rehabilitation and reduce any adverse impact on everyday operational processes. Demonstrating success in meeting the standards will enable the prison to achieve accreditation by the National Autistic Society. In March 2015 the prisons minister encouraged all prisons to follow this approach and this will have practice and resource implications. Originality/value: This paper describes a clear framework which prisons can use to work systematically towards achieving good practice in addressing the needs of prisoners with ASD. It will enable prisons to meet the duties imposed on them by the Autism Act, 2009 and the Equalities Act, 2010. (Publisher abstract)
A serious case review: James
- Authors:
- FLYNN Margaret, ELEY Ruth
- Publisher:
- Suffolk Safeguarding Adults Board
- Publication year:
- 2015
- Pagination:
- 53
- Place of publication:
- Ipswich
Serous case review of Richard Handley, referred to as ‘James’, a 33 year old adult with Down’s syndrome and a moderate learning disability who was also diagnosed with a mental illness and hypothyroidism. He had lifelong problems with constipation. He lived in a Supported Living scheme, Goshawk Close, run by United Response. On 14 November 2012 he was admitted to Ipswich Hospital and following a surgical procedure under anaesthetic to remove impacted faeces, he died in hospital on 17 November 2012. Failings identified in the review include: poor monitoring of physical health needs; a lack of understanding about the use of the Mental Capacity Act; no specific arrangements for the supported living scheme to obtain support from specialist learning disabilities services; and lack of a multi-disciplinary approach to supporting physical and mental health needs. Recommendations include: named care coordinators for adults with learning disabilities and complex support needs; an annual review of health and social care needs; and ensuring services providing care to people with complex support needs have explicit access arrangements with NHS providers such as Community Learning Disability Teams. (Original abstract)
Resource allocation priorities in social care for adults with a learning disability: an analysis and comparison of different stakeholder perspectives
- Authors:
- DAVIES Sue, et al
- Journal article citation:
- Tizard Learning Disability Review, 20(4), 2015, pp.199-206.
- Publisher:
- Emerald
Purpose: How resources for social care are allocated to individual service users has long been a concern. There are debates regarding the priority given to certain needs in Resource Allocation Systems (RASs). The purpose of this paper is to compare the views of adults with a learning disability and Directors of Adult Social Care regarding their priorities for resource allocation with priorities arising from observed resource allocation decisions. Design/methodology/approach: In a consultation workshop, 12 adults with learning disabilities were asked to rank the perceived importance of eight needs-related outcomes. Directors of Adult Social Care completed an online questionnaire concerning the distribution of resources across the same eight outcomes. Actual resource allocation data from 11 local authorities were also modelled against these outcomes. A variable importance metric (the percentage contribution of each outcome to predicting costs) was used to rank the importance of these outcomes in terms of determining actual resource allocation. Findings from these data collections were compared. Findings: There were discrepancies between the views of adults with a learning disability, the perspectives of Directors and actual resource allocation data. Whereas adults with a learning disability perceived psychological well-being as most important, Directors and actual resource allocation data stressed the importance of activities of daily living and carer burden. Originality/value: This analysis will prove useful in understanding the concerns of adults with a learning disability and whether these are adequately addressed by current RASs. (Publisher abstract)