Search results for ‘Subject term:"learning disabilities"’ Sort:
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Adults with learning disabilities known to local authorities in Scotland: a national dataset
- Authors:
- STUART Claire, et al
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.15-23.
- Publisher:
- Emerald
This paper discusses collection of data on adults with learning disabilities who are known to local authorities in Scotland by Learning Disability Statistics Scotland. It looks at the the use of this data to support government policy and evaluation the implementation of policy. The paper provides insights to the project's processes, uses, challenges and future plans. It details the position of the data outputs within a policy context and the role these might play within a broader research agenda. Individual level data are requested from all 32 local authorities on adults aged 16-17 who are not in full-time education and those aged 18 and over. Annual data guidance is developed in conjunction with local authorities prior to the collection and is issued to standardise the process and manage avoidable error. The collated data are extracted from local authority administrative data and records are provided on each adult regardless of whether they are currently receiving a service. Anonymisation takes place prior to upload and strict guidelines are followed to ensure it is not possible to identify individuals. This paper will be of interest to those interested in data on learning disability and those with an interest in the analytical potential of an individual level national data set. (Edited publisher abstract)
Making it personal for everyone: from block contracts towards individual service funds
- Authors:
- SCOWN Steve, SANDERSON Helen
- Publisher:
- Dimensions
- Publication year:
- 2011
- Pagination:
- 126p.
- Place of publication:
- Stockport
Dimensions is a not-for-profit organisation which supports people with learning disabilities and people with autism, including providing "traditional" care services such as residential care homes. In the context of the personalisation agenda, Dimensions considered how it could help people in traditional services take control of their funding and determine and control their own support. This book is designed to share learning about how the organisation changed its services and practice. It covers the testing of new approaches in an existing home for people with learning disabilities, financial aspects, personalisation and the person-centred approach, providing "just enough support", implementation, and impact on service users. It also reviews what the organisation learnt and top tips for other providers facing similar challenges.
Working with people with autism: the autistic perspective
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2014
- Pagination:
- 11 minutes 56 seconds
- Place of publication:
- London
- Edition:
- Revised
In this film, we see how Scott, a man with autism and learning disabilities, and Marie, a professor with Asperger’s Syndrome, learn to make sense of society, with the support of colleagues and family members. Scott’s parents speak of the rituals he employs to cope with daily life and the behaviours that are triggered when the world does not make sense to him. Marie talks of the challenges she faces in learning the rules of professional communication and the techniques she uses to interact with others and manage her anxieties. She makes the point, however, that these anxieties come about because society does not yet understand people with autism, and disables them as a result.
The big conversation report
- Authors:
- JOHN Debbie, CATLEY Angela
- Publisher:
- Community Catalysts
- Publication year:
- 2021
- Pagination:
- 22
- Place of publication:
- Harrogate
A review of what people do in the day and daytime support for people with a learning disability and/or autism in Merton, referred to as the Big Conversation. The report is informed by an engagement process that took place between May and July 2021 and was designed to hear from people who have a stake or interest in daytime support for people with a learning disability and/or autism in Merton. In total 381 people contributed to the Big Conversation. Almost 70% of these were people with lived experience of learning disability and/or autism. Lots of people did more than one thing during the week. They did different things at different times. Lots of people liked day centre, school or college. Friends and family were important to most people with sports teams and helping people also mentioned regularly Key findings: 81.5% of respondents were satisfied with the support they get during the day. 63% of families of adults said that the day services offer what their family member needs very well or well. An interactive version of this report is also available and linked to this record. (Edited publisher abstract)
“It put control back onto my family situation”: family experiences of positive behaviour support
- Authors:
- BOTTERILL Sinead, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 13(3/4), 2019, pp.91-101.
- Publisher:
- Emerald
Purpose: Positive behaviour support (PBS) is currently considered best practice for managing challenging behaviour in young people with intellectual and developmental disabilities. A key principle of PBS is that all members of the person’s support network participate in the assessment and intervention. It is, therefore, important to understand what factors act as facilitators or barriers to family engagement; however, research in this area is limited. The purpose of this paper is to conduct a novel piece of qualitative research analysis into experiences of family members of young people who have received family-based PBS. Design/methodology/approach: Eight parents of a young person with an intellectual or developmental disability who had received PBS were interviewed about their experiences and factors they found helpful and hindering in terms of their engagement. Thematic analysis allowed a detailed and robust interpretation of the qualitative data. Findings: Five superordinate themes were identified, namely, PBS is more than just strategies, considering the family context, the therapist/family relationship, acknowledging challenges and the ongoing nature of the problem and supporting family member change. Research limitations/implications: Although research was rigorously conducted, the small sample size mean findings should be considered preliminary. Originality/value: The literature related to family engagement in PBS is limited and largely based on the opinions of professionals. This study identified factors that parents themselves felt were helpful and hindering in terms of their engagement and offers practical suggestions for services and future research. (Edited publisher abstract)
Thinking differently? Autism and quality of life
- Authors:
- SMITH Suzanne Jane, et al
- Journal article citation:
- Tizard Learning Disability Review, 24(2), 2019, pp.68-76.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore perceptions of quality of life (QoL) of people with a dual diagnosis of learning disability and autism to facilitate a better understanding for clinical practice and service provision. Design/methodology/approach: Mixed methods were used to gain perceptions of QoL from 20 individuals referred to their local diagnostic service. Individuals completed questionnaires and participated in in-depth interviews which were thematically analysed. Findings: Subjective wellbeing scores were lower than those found in previous research. Social interaction was raised extensively with participants describing both positive and negative perceptions. The need for tailored social support and the value of individual control over environment were raised. Research limitations/implications: The study was small in scale and limited to subjects who had been referred for a diagnostic service. The study identified the need for further investigation, particularly in relation to the social relationships domain of QoL, and the impact of stress and anxiety. Originality/value: This study demonstrated that it is possible to access views from this group and that these views are nuanced. It suggests differences between reported QoL in people with learning disabilities who are and who are not autistic. Service design and individual approaches could be improved by a better understanding of these differences. (Edited publisher abstract)
A video feedback intervention for workforce development: exploring Staff perspective using longitudinal qualitative methodology
- Authors:
- JAMES Deborah Michelle, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(2), 2016, p.111–123.
- Publisher:
- Wiley
Background: In this study, we explored the impact of staff training that used video feedback to help staff see the effect of their interactional work with service users. The study was based at a large organisation delivering services for children and adults with autism. Materials and Methods: A longitudinal qualitative study with semi-structured interviews was conducted to explore changes over time in 10 staff participants who received the intervention. Five participants were interviewed twice before they received the video feedback intervention to gauge the degree to which their perspective changed as part of the natural course of their working lives. Results: The results showed that the staff talked differently after they had the intervention. The most notable change was their talk about the service user perspective which was evident after the intervention but not before. Conclusions: The outcomes suggest that the use of video feedback of in situ practice could help staff develop person-centred work practices. (Publisher abstract)
How can mental health clinicians, working in intellectual disability services, meet the spiritual needs of their service users?
- Authors:
- LOYNES Benjamin, O'HARA Jean
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(1), 2015, pp.9-18.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to identify approaches that mental health clinicians, working in intellectual disability services, can adopt to ensure the spiritual needs of their service users are met. Design/methodology/approach: A narrative literature review examining original research, expert opinion pieces and book chapters was undertaken. To broaden the perspective of the paper, publications from different academic areas were reviewed including intellectual disabilities, mental health, neurodevelopmental disorders, general health and spirituality literature. Findings: The main principles of spiritual assessment tools from the general health literature can be applied to this group. However, the literature would suggest that certain approaches are of particular importance in intellectual disabilities mental health including advocating for service users to attend the religious services they wish to and working collaboratively with families and carers when addressing spiritual issues. Research limitations/implications: The question of how to meet the spiritual needs of people with autism and severe intellectual disability is a neglected research area. Research examining the spiritual needs of service users with intellectual disabilities, on mental health inpatient units, is also needed as well as a review of whether spiritual needs are being met in current person-centred care plans. Originality/value: No published literature review was identified that specifically addressed the question of how mental health clinicians should approach the spiritual needs of their service users. (Publisher abstract)
Engaging young people with Autism Spectrum Disorder in research interviews
- Authors:
- HARRINGTON Caitlin, et al
- Journal article citation:
- British Journal of Learning Disabilities, 42(2), 2014, pp.153-161.
- Publisher:
- Wiley
This study draws on the first author's doctoral research on the mainstream schooling experiences of young people with autism spectrum disorder (ASD) and their parents in Queensland, Australia. The aims are to share some of the practical strategies that were adapted and developed to engage the young people in the research and to critically reflect on what this means for future inclusive methodological approaches in this area. The key message is that diagnostic-related assumptions about impairments can lead researchers to develop strategies which exclude or restrict rather than maximise participation of disabled people in research. To enable young people with ASD to provide rich and meaningful insights researchers need to acknowledge and plan creatively and flexibly for the interactive dynamic that is unique to each individual as well as for needs which might be shared. (Publisher abstract)
Valuing employment now: job coaching or supported employment: approach and progress in developing standards
- Author:
- GREAT BRITAIN. Department of Health. Valuing Employment Now
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 8p.
- Place of publication:
- London
The Government view on supported employment (a personalised approach to working with people with significant disabilities, including people with learning disabilities and autism, to access and retain open employment) was outlined in Valuing Employment Now (2009). This included a commitment to publish standards for job coaching to drive improvements in supported employment provision. Stating that agreement on a definition of supported employment is the starting point in the development of standards for job coaching, this document outlines the Government's draft definition of supported employment. It covers what supported employment is and its guiding principles, the supported employment model and key stages for employer and employee, job matching, arranging the right support, career development, employability skills, and who provides supported employment. It also sets out planned next steps for the Government: making the draft standards accessible; seeking views from stakeholders including disabled people, family carers, providers of supported employment and employers to agree the definition and the terminology to be used to describe both supported employment and job coaches; development of national standards.