Search results for ‘Subject term:"learning disabilities"’ Sort:
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Commentary on “The personalisation challenge: personalisation for people with learning disabilities and behaviour described as challenging”
- Author:
- GIRAUD-SAUNDERS Alison
- Journal article citation:
- Tizard Learning Disability Review, 19(1), 2014, pp.11-16.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on the themes of the paper by Lingard et al. on personalisation for people whose behaviour is described as challenging. Design/methodology/approach: This paper draws on recent reports and the author's experience to describe the context within which development projects are operating and the range of development that is required to support personalised solutions. Findings: There are plenty of resources available to support change; these have limited effect unless the local partners (councils, NHS bodies and others) work together to provide the conditions for success. Originality/value: Evidence is drawn together from a number of current sources. (Publisher abstract)
Commentary on experiential learning: changing student attitudes towards learning disability: how can we reduce exclusion further?
- Author:
- HARDING Celia
- Journal article citation:
- Tizard Learning Disability Review, 19(3), 2014, pp.118-121.
- Publisher:
- Emerald
Purpose: This commentary provides some thoughts on the paper “Experiential learning: changing student attitudes towards learning disability”. It outlines some considerations for the continued development of using service users in tertiary education as educators. Findings: The literature is not clear on the involvement of people with more profound and multiple learning disabilities, or for those who do not use much spoken language in tertiary level teaching. Originality/value: A further cultural shift is needed to ensure that all people with learning disabilities regardless of their communication style have the opportunity to share their experiences within a teaching and learning context. (Edited publisher abstract)
How psychiatric in-patient care for people with learning disabilities is transforming after Winterbourne View
- Authors:
- GLOVER Gyles, BROWN Ian, HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 19(3), 2014, pp.146-149.
- Publisher:
- Emerald
Purpose: Two censuses, from 2010 and 2013, respectively, shed light on the trend in use of in-patient psychiatric care for people with learning disability or autism following the BBC documentary exposing abuse of patients at Winterbourne View. This paper considers the implications of the detailed trends for future care for this group. Design/methodology/approach: Published data from a September 2013 census are compared with the re-analysis of a census undertaken by the Care Quality Commission in March 2010. Findings: An overall 35 per cent reduction in numbers of in-patients is made up of larger falls in groups generally easier to discharge (older, female, in general as opposed to secure units). There is also substantial variation around the country. Research limitations/implications: There are some uncertainties about the comparability of the two censuses and the question of how complete enumeration was of people with learning disabilities in general mental illness beds. Originality/value: The paper raise the question of whether the beds that are reducing fastest may be those most likely to be of value to a high quality and sustainable service in the long term. (Edited publisher abstract)
Staff experiences of supported employment with the sustainable hub of innovative employment for people with complex needs
- Authors:
- GORE Nick J., FORRESTER-JONES Racheal, YOUNG Rhea
- Journal article citation:
- British Journal of Learning Disabilities, 42(3), 2014, pp.228-235.
- Publisher:
- Wiley
Whilst the value of supported employment for people with learning disabilities is well substantiated, the experiences of supporting individuals into work are less well documented. The Sustainable Hub of Innovative Employment for people with Complex needs operates in the South East of England and aims to support people with learning disabilities and complex needs to find paid employment. Sixteen semi-structured interviews administered to staff members of Sustainable Hub of Innovative Employment for people with Complex needs revealed seven core themes concerning their experiences of helping people with complex needs into work. This included the practical and emotional reality of facilitating supported employment and a reflection on those factors that influenced success. Staff reported that it could be difficult to help people with complex needs to find work and this often made them worried. However, when people with complex needs found work, it was very rewarding. This article discusses how findings relate more broadly to work in this area, and the vital roles frontline staff play in making employment happen for people with learning disabilities. (Edited publisher abstract)
Overcoming challenges in diagnosing and treating cancers in people with intellectual disability: a case analysis
- Authors:
- KIANI Reza, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.51-58.
- Publisher:
- Emerald
Purpose: The diagnosis and management of cancer in people with intellectual disabilities (PWIDs) are fraught with difficulties. The purpose of this paper is to present a case study to highlight these difficulties. Design/methodology/approach: The present case analysis describes the presentation of a 56-year-old man with a profound intellectual disability, who developed recurrent chest infections and died as a result of obstructive pneumonitis. Findings: Despite a presentation over several years and numerous chest X-rays demonstrating a consistent lung abnormality, it was only on postmortem examination that a right-sided lung carcinoma was detected. Originality/value: The papers have provided an update on the topic in light of recent legislations and management strategies which need to be applied to clinical practice if any improvement is to happen in the care of PWID. (Publisher abstract)
Evaluation of the impact of supervisory support on staff experiences of training
- Authors:
- KOSKI Katja, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.77-84.
- Publisher:
- Emerald
Purpose: This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach: The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings: Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value: Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished. (Publisher abstract)
Identification of PTSD in adults with intellectual disabilities in five patients in a specialised psychiatric inpatient unit
- Authors:
- BAKKEN Trine Lise, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(2), 2014, pp.91-102.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe and discuss assessment of post-traumatic stress disorder (PTSD) in adults with intellectual disabilities. Existing research in this area encompasses case studies, and includes, for the most part, persons with mild intellectual disabilities. Design/methodology/approach: The aim of this study is to investigate symptom presentation and subsequent identification of PTSD in persons with more severe intellectual disabilities; i.e. persons with moderate or severe intellectual disabilities. Five patients in a specialised psychiatric inpatient unit for patients with intellectual disabilities were included. Information about the patients was collected through case files and interviews with key informants: family, milieu therapists, and caregivers in community settings, and observations through inpatient admission. The authors of this paper followed a training programme for trauma therapists in addition to the inpatient treatment of the five patients. The five patients all met criteria for PTSD according to the Diagnostic Manual – Intellectual Disability. Findings: Previously, it was not suspected that the five patients suffered from PTSD, although they had experienced terrifying incidents. All patients displayed severe changes in behaviour, which may have overshadowed symptoms of PTSD. PTSD in persons with more severe intellectual disabilities may be interpreted as challenging behaviour, or other psychiatric disorders such as psychosis. Research limitations/implications: The limitation of the study is the small number of participants. Practical implications: Practical implication is linked to clinical practice related to identification of PTSD in persons with intellectual disabilities. Originality/value: The paper may encourage more research into how PTSD can be identified in persons with moderate and severe intellectual disabilities. The case reports may help clinicians to look for traumatic experiences in persons with intellectual disabilities who have experienced terrifying incidents. (Publisher abstract)
The personalisation challenge: personalisation for people with learning disabilities and behaviour described as challenging
- Author:
- LINGARD Jane M.
- Journal article citation:
- Tizard Learning Disability Review, 19(1), 2014, pp.3-10.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to report on a personalisation project run by the Challenging Behaviour Foundation (CBF) which aims to share the identified barriers and solutions to personalisation for people with severe learning disabilities and behaviour described as challenging. Design/methodology/approach: A small project team consisting of a project manager, housing specialist and positive behavioural support specialist worked as consultants with selected East Midlands local authority and NHS commissioners and with six families from other areas. Findings: The main barrier to personalisation was the volume of, and priority given to, safeguarding referrals by frontline commissioning social care workers. This reduced capacity for a proactive approach to support planning. Workers who participated in the project appreciated the expertise and support of the project team and the opportunity to reflect on their work. However, a major project limitation was a lack of time for commissioning workers and managers to engage with the project. Practical implications: The project report provided a series of recommendations for action for commissioners of health and social care support and for families. The Winterbourne View scandal broke as the project was established and its findings are helpful to anyone taking forward action plans to improve commissioning practices to avoid the continued commissioning of poor quality care. Originality/value: The project sought direct engagement in planning in “real time” with frontline commissioning staff and the families of people with severe learning disabilities and behaviour described as challenging. It is hoped that the value of the paper will be to influence NHS and LA commissioners to improve their response to people with severe learning disabilities. (Publisher abstract)
‘My brother likes meeting new people, but don't ask him any direct questions’: involving adults with autism plus learning disability in a qualitative research project
- Authors:
- TOZER Rosemary, ATKIN Karl, WENHAM Aniela
- Journal article citation:
- British Journal of Learning Disabilities, 42(4), 2014, pp.292-300.
- Publisher:
- Wiley
People who have difficulties in communication and understanding are often excluded from research which is about them. As part of a qualitative study focusing on the adult siblings of people with autism and learning disabilities, the authors met twelve people with autism plus severe learning disability with their brother or sister. Individually tailored resources were used to make the meeting accessible and positive. Sibling involvement was essential to the participation, and inclusion of adults with autism plus learning disability strengthened the research findings, making them more valid and more relevant to policy and practice. This article describes the authors experiences of facilitating this involvement, the methods used and understandings gained, with the aim of encouraging practitioners and researchers to do likewise. Meeting the brothers and sisters with autism was important as it helped the researchers understand their relationships much better and make suggestions about how they and their siblings could be better supported. (Edited publisher abstract)
Evaluating the role of a humanoid robot to support learning in children with profound and multiple disabilities
- Author:
- HEDGECOCK Joseph
- Journal article citation:
- Journal of Assistive Technologies, 8(3), 2014, pp.111-123.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures. Design/methodology/approach: A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved. Findings: Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom. Research limitations/implications: A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile. Originality/value: There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design. (Original abstract)