Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities: challenging behaviour: QS101
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2015
- Place of publication:
- London
This quality standard covers the care of children, young people and adults with a learning disability and behaviour that challenges. It is focused on ensuring that assessment leads to personalised care planning and access to meaningful activities. It consists of eight quality statements, aiming to ensure that the approaches used by staff to support people with a learning disability follow the least restrictive practice and promote privacy and dignity. The statements cover: comprehensive health assessment; initial assessment of behaviour that challenges; designated coordinator; personalised daily activities; review of restrictive interventions; use of medication; review of medication; and family and carer support. (Edited publisher abstract)
Learning disabilities: identifying and managing mental health problems: QS142
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2017
- Place of publication:
- London
NICE quality standard covering the prevention, assessment and management of mental health problems in people with learning disabilities in all settings, including health, social care, education, and forensic and criminal justice. The standard describes what high-quality care looks like in five priority areas. The five quality statements for people with learning disabilities and mental health problems are: for annual health checks to include a review of mental health problems; that mental health assessments are carried out by a professional with expertise in mental health problems; that people with learning disabilities and a serious mental illness have a key worker to coordinate their care; that any psychological interventions are tailored to the preferences of people with learning disabilities and mental health problems; and annually documenting the reasons for continuing antipsychotic drugs. Each quality statement includes the rationale for the statement and suggestions for quality measures that can be used to monitor performance to the standard. (Edited publisher abstract)
Induction award: supporting people who have a learning disability: trainer pack with CD-ROM
- Authors:
- HARDIE Elaine, LAWTON Annie, BICKERTON Simon
- Publisher:
- British Institute of Learning Disabilities; Heinemann
- Publication year:
- 2008
- Pagination:
- 160p., CD ROM
- Place of publication:
- Kidderminster
The pack includes: introduction with information on: learning disability qualifications and standards; supporting assessment; involving people with learning disabilities and family carers in training; session plans; CD-ROM containing: activity sheets PowerPoint presentations video clips, and pdfs of all four study books with guidance on how to link learning to the relevant NVQ/SVQ.
Adult placements and person-centred approaches
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2005
- Place of publication:
- London
This web-based practice guide is aimed at local authority and health commissioners, practitioners, service users, adult placement scheme staff and carers in England. The guide is based on information from a practice survey that identified emerging and developing practice; a literature review that pulled together the key literature on adult placements; and an analytical report that identified the key messages from these two surveys. It identifies relevant national minimum standards, and highlights findings and case examples from the practice survey, as well as from the literature where available. The Guide contains practice points, including areas of conflict, on-going debate about roles and responsibilities, and the application of person-centred approaches to adult placements. It contains sections on: being person-centred, assessment and referral, matching and introductions, monitoring and review, moving on, adult placement carers, advocacy; and person-centred planning. (Previously published as SCIE Practice Guide no. 4).
Learning disability: care and support of people growing older: (QS187)
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2019
- Pagination:
- 30
- Place of publication:
- London
Quality standard covering identifying, assessing and regularly reviewing the care and support needs of people with a learning disability as they grow older. It focuses on the specific health and social care needs associated with an individual's learning disability. It contains five quality statements which describe what high-quality care looks the areas of: person-centred needs assessment, named lead practitioners, future planning and review, annual health checks and hospital admission. The standard provides information on the rationale for each quality statement, quality measures that can be used to monitor improvement and what the statement should mean for different audiences, including service providers, commissioners and people growing older with a learning disability. (Edited publisher abstract)
Learning disability: behaviour that challenges: (QS101)
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2019
- Pagination:
- 57
- Place of publication:
- London
Quality standard covering care and support and services for children, young people and adults with a learning disability (or a learning disability and autism) and behaviour that challenges, and their families and carers. The standard includes 12 quality statements which describe what high quality care should look like. They include quality statements on: a lead commissioner to oversee strategic commissioning of services for all people with a learning disability; provision of annual health checks; initial assessment of behaviour that challenges; the provision of a named lead practitioner; involving families and carers; parent-training programmes; personalised daily activities; services in the community; housing; review of restrictive intervention; and use and review of medication. The standard is expected to contribute to improvements in the following outcomes: promotion of independence, choice and control over daily life; experience of using social care and healthcare services; use of restrictive practices; and quality of life for people with a learning disability and behaviour that challenges, and their carers. Originally published in 2015, this quality standard was updated in July 2019 to add four new statements, update one statement and amend one statement. (Edited publisher abstract)