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Seeking to prevent residential care for young people with intellectual disabilities and challenging behaviour: examples and early outcomes from the Ealing ITSBS
- Authors:
- REID Caroline, SHOLL Catherine, GORE Nick
- Journal article citation:
- Tizard Learning Disability Review, 18(4), 2013, pp.171-178.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present early outcomes and case examples from the Ealing Intensive Therapeutic and Short Break Service. Design/methodology/approach: The service was piloted over a period of 3.5 years during which clinical data were collected for young people at risk of a move to residential care. Findings: here were positive outcomes for young people with intellectual disabilities and challenging behaviour who were seen through the service with residential placements prevented in the vast majority of cases. Originality/value: These early outcomes highlight the importance of providing intensive therapeutic intervention with short breaks in order to prevent family placement breakdown. (Publisher abstract)
Residential school placements for children and young people with intellectual disabilities: their use and implications for adult social care
- Authors:
- GORE Nick, et al
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2015
- Pagination:
- 53
- Place of publication:
- London
This scoping review surveyed research and policy into the use of residential schools for children and young people with intellectual disabilities and transition from these settings to adult services. Searches were conducted on the following databases: PsychINFO, Web of Science and PubMed. Thirteen articles are identified: seven examining the child or families’ experiences before placement, four examining outcomes during the placement, and four examining the process of transitioning from the placement and longer term outcomes. The methodological quality of articles retrieved in the review was often limited. Results are discussed in relation to factors that lead to a child’s placement in a residential school, such as behaviour that challenges; children and families’ experiences of the placement; and outcomes following placement in a residential school and/or transition to an adult service. Results found that relatively little is known about both use of, and transition from, residential schooling for children and young people with intellectual disabilities in the UK. The review also found that a high proportion of young people in residential schools may be transferred to out-of-area residential placements on reaching adulthood. A number of research priorities are highlighted based on gaps in the literature. Examples of alternative forms of support from clinical practice such as intensive support teams are provided, with recognition that a multi-element model is likely to be needed to provide high quality support to this group of young people. (Edited publisher abstract)