Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 23
Preventing falls in people with learning disabilities: making reasonable adjustments
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2019
- Place of publication:
- London
This guide contains information to help staff in public health, health services and social care to prevent falls in people with learning disabilities. It is also intended to help falls prevention services to provide support that is accessible to people with learning disabilities. It sets out the findings of research, highlights relevant policy and guidelines, and also provides case studies and examples of reasonable adjustments. It provides links to online resources and where they can be accessed. It will be of use to family carers, friends and paid support staff to help them think about what risks may contribute to falls and how to reduce these risks. It is one of a series of guides looking at reasonable adjustments in different service areas to enable public sector organisations to fulfil their duties to disabled people under the Equality Act 2010. (Edited publisher abstract)
Anti-social behaviour and police contact among 13- to 15-year-old English adolescents with and without mild/moderate intellectual disability
- Authors:
- EMERSON Eric, HALPIN Sarah
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(5), 2013, pp.362-369.
- Publisher:
- Wiley
This study describes the rates of anti-social behaviour (ASB) among adolescents with/without mild/moderate intellectual disability (MMID) and estimates whether any differences could be attributable to differences in exposure to extraneous risk factors. A secondary analysis of the Longitudinal Study of Young People in England and participants with MMID were identified through data linkage with educational records. Parents of children with MMID were more likely to report police contact, children with MMID were more likely to self-report fighting/public disturbance, shoplifting and graffiti. When controlling for differences in exposure to extraneous risk factors, MMID was associated with increased rates of police contact and self-reported graffiti, no difference in self-reported shoplifting, reduced rates of self-reported fighting/public disturbance and vandalism. Differences in the rates of exposure to extraneous risk factors play an important role in accounting for the differences in the prevalence of self-reported ASB among adolescents with and without MMID. (Edited publisher abstract)
The impact of known criminogenic factors on offenders with intellectual disability: previous findings and new results on ADHD
- Authors:
- LINDSAY William R., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(1), 2013, pp.71-80.
- Publisher:
- Wiley
It is well established that child development factors are important in relation to the development of criminal behaviour. Research on developmental risk factors for offenders with intellectual disability has found similar trends. Attention deficit hyperactivity disorder (ADHD) and conduct disorder are developmental disorders known to be over-represented among criminal populations when compared to the general population. The aim of this study was to investigate the extent to which ADHD affects the presentation of offenders with intellectual disability. The data was drawn from the Northumbria/Cambridge/Abertay Pathways (NCAP) Project. Information related to index behaviour, history of problem behaviours, childhood adversity and psychiatric diagnoses was recorded in 477 adults who had been referred to forensic intellectual disability services. Comparisons were made between those with a previous diagnosis of ADHD and those without. The findings showed that the ADHD group had higher proportions of physical aggression, substance use, previous problems including aggression, sexual offences and property offences, birth problems and abuse in childhood. The article concludes that ADHD with conduct disorder is associated with a greater degree and history of problematic behaviour in offenders with intellectual disability.
Better nights, happy days
- Author:
- BREND Mark
- Journal article citation:
- Learning Disability Today, 13(1), January/February 2013, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes a project between the social care charity Choice Support and Southwark Council to remove waking night staff from learning disabilities services and to replace them with sleep-in staff and assistive technology (AT). The aims of the Better Nights project were to cut costs whilst also improving the quality of life for people with learning disabilities by making night time support less intrusive while maintaining safety. The project involved the removal of waking night staff in services for 27 people. Potential risks to the individuals were identified (including seizures, incontinence and the possibility of night-time wandering) and the capacity of AT to alert sleep-in staff of risky situations was assessed. The implemented changes included: introduction of appropriate AT; changes to the environment including sleepover facilities; and changes to the staff teams and rotas. An evaluation of the project has shown improved outcomes for service users including increased independence and improved sleep. It also concluded that the risks were properly assessed and ameliorated and that there was full stakeholder consultation. The changes have resulted a saving of over £250,000.
Duty of care for learning disability workers
- Authors:
- BARKSBY Justine, HARPER Lucy
- Publisher:
- Learning Matters; British Institute of Learning Disabilities
- Publication year:
- 2011
- Pagination:
- 37p.
- Place of publication:
- Exeter
This practical textbook is aimed at social care staff working with people with learning disabilities to help them understand duty of care and how it affects the people they support. It is particularly relevant for those new to working with people with learning disabilities, those studying for a qualification, or managers with a training responsibility. Chapters cover: Understanding the meaning of duty of care; Dilemmas that may arise about duty of care; and Handling comments, complaints, adverse events and incidents. Each chapter starts with a story from a service user or care worker before clearly outlining the chapters learning objectives. Chapters also contain thinking points to aid reflective practice, examples of good practice, and activities to help you think about your work. The textbook covers material to support Level 2 and 3 Diplomas in Health and Social Care and the Common Induction Standard on how duty of care contributes to safe practice.
Patterns of risk in adult protection referrals for sexual abuse and people with intellectual disability
- Authors:
- CAMBRIDGE Paul, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(2), March 2011, pp.118-132.
- Publisher:
- Wiley
This study used adult protection monitoring data to investigate referrals for alleged sexual abuse for people with intellectual disability, and identify risk. Data was collected by two local authorities in Kent, England, as used in a previous study, and included 397 referrals to sexual abuse of people with intellectual disabilities. The data was analysed, with referrals for alleged sexual abuse compared to referrals for other types of abuse. Results indicated over a fifth of referrals related to alleged sexual abuse, two-thirds of these being for women. Sexual abuse was confirmed in just over a quarter. Similarities were found with previous findings across a range of key characteristics. In conclusion, adult protection monitoring data can be used to provide risk management information on the sexual abuse of people with intellectual disability. However, detailed case characteristics need to be included in order to maximise its potential.
Should we refer for a dementia assessment? A checklist to help know when to be concerned about dementia in adults with Down syndrome and other intellectual disabilities
- Authors:
- WHITWHAM Sarah, MCBRIEN Judith, BROOM Wendy
- Journal article citation:
- British Journal of Learning Disabilities, 39(1), March 2011, pp.17-21.
- Publisher:
- Wiley
The genetic risk in the Down syndrome population for the early onset of Alzheimer’s disease is well known. This research developed a screening checklist to help carers and professionals know when to make a referral for a dementia assessment. A checklist was completed for all new referrals to a dementia service for people with intellectual disabilities. The obtained scores were compared to the diagnostic outcome of a comprehensive dementia assessment. Participants included 159 individuals with learning disability, of which 146 had Downs. After 12 months of collecting data, 39 had a diagnosis of dementia. Findings indicated that a higher score on the checklist correlates significantly with a subsequent diagnosis of dementia. Overall, the checklist appeared to be a useful tool to prompt referrals for a full dementia assessment. The authors concluded that, by helping the referrer to identify dementia, it may reduce the number of late or non-referrals.
Coming out of the shadows
- Author:
- BLYTH Craig
- Journal article citation:
- Learning Disability Today, 10(5), June 2010, pp.15-16.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Research has shown that the way men with learning disabilities are supported to develop romantic and sexual relationships may be different for heterosexual and gay relationships. Some men experienced negative attitudes from staff and the assumption of heterosexuality was common. ‘Gay spaces’ such as Manchester’s Gay Village can play a crucial role in enabling gay people to develop a range of relationships, providing them with a sense of community and territory and the opportunity to develop positive gay identities validated by others. A four-year project explored the experiences of disabled gay men who had accessed or attempted to access this space. Four key findings arose: accessing the Village, for many this was part of the wider process of coming out and some support staff felt uncomfortable about visiting gay venues; attitudinal barriers from within the gay community itself; “the cult of the perfect body”, which some believe runs deep in the gay community; and alternative gay spaces. For some, their experiences of accessing the Village had led them to abandon it and seek out other, higher risk, locations, such as public toilets, to meet gay men. The author concludes that for some gay men with learning difficulties a lack of appropriate recognition and support is resulting in them placing themselves in extremely vulnerable situations simply in order to develop sexual or romantic relationships. He suggests these men have a right to receive high quality and appropriate support to pursue the relationships they choose.
Providing forensic community services for people with learning disabilities
- Authors:
- DINANI Shamim, et al
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 1(1), April 2010, pp.58-63.
- Publisher:
- Emerald
The Avon Forensic Community Learning Disabilities Team, formed in 2000, was developed with the aim of identifying those who had convictions or allegations of offending made against them or were as risk of offending and, where possible, to divert them to community settings by providing therapeutic interventions and support. This team attempted to avoid inappropriate imprisonment or admission to out-of-area units by providing specialist assessment and intervention. This article reports on the first eight years of this team. The authors give an overview of current research and government guidance regarding the prevalence, care pathway and treatment of people with learning disabilities who offend, and describe the role and function of the community forensic team. An analysis of referrals to the service is given. The authors reflect on the frustrations as well as the achievements associated with providing this service. Implications for practice include: early identification of people with learning disabilities in the criminal justice system; community teams developing awareness, skills and knowledge by working with specialist teams; teams delivering assessment and treatment in community settings, bypassing inpatient treatment; improved links with the criminal justice system results in increased referrals of people not previously known to have learning difficulties.
An investigation of factors predictive of continued self-injurious behaviour in an intellectual disability service
- Authors:
- DANQUAH A., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.395-399.
- Publisher:
- Wiley
Self-injurious behaviour (SIB) is among the most serious problems faced by intellectual disability services. It is very difficult to treat and can become a chronic problem. Information on a number of variables was collected through a survey of service-users identified as displaying SIBs. Clinical opinion and a literature review guided the selection of potential predictors of continued SIB. Univariate statistical analyses were used to investigate associations between continued SIB and each of the variables identified. Variables shown to have a significant association with continued SIB were subjected to a multivariate analysis to isolate those variables that still predicted continued SIB once the influence of the others had been accounted for. Two factors, self-biting and verbal ability, were found to independently predict continued SIB. The results have implications for intellectual disability services, in terms of the importance of multidisciplinary team working, training and guidelines for problem management.