Search results for ‘Subject term:"severe learning disabilities"’ Sort:
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A study to define: profound and multiple learning disabilities (PMLD)
- Authors:
- BELLAMY Gary, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 14(3), September 2010, pp.221-235.
- Publisher:
- Sage
- Place of publication:
- London
Profound and multiple learning disabilities (PMLD) are commonly used to describe a person with severe learning disabilities who also has other complex disabilities and health problems. This study aimed to define the term PMLD, suggesting that a shared understanding of terminology or diagnostic terms describing groups of individuals is important for the purposes of strategic development, service planning, and the provision and equity of service delivery. Findings revealed literature reviews provided different definitions and meanings associated with the term. The meaning attributed to the definitions was explored in focus groups and individual interviews with service managers, commissioners, practitioners, frontline healthcare staff and family carers who provide services, support and care for people with PMLD. Further iterative discussions were held with a smaller group over the precise wording of the chosen definition to ensure there was a shared and common understanding. Personal characteristics for the purpose of this study are defined as diagnoses, disabilities, impairments, activity restrictions and other characteristics which represent a person with PMLD. The definition arrived at is now being used across services in Sheffield.
Where now for the Independent Living Fund?
- Author:
- HOLMAN Andrew
- Journal article citation:
- Community Living, 23(4), 2010, pp.8-9.
- Publisher:
- Hexagon Publishing
This article briefly examines the history and uncertain future of the Independent Living Fund. The Independent Living Fund was originally set up in 1988 as a transitional arrangement to support severely disabled people living at home. It came about following changes to the old benefit system which put some people at risk of losing some domestic assistance allowances. Funded by the government, it is now used by many people with learning disabilities to live independently.
Assessing needs requires an element of human judgement
- Author:
- COLLINGE Brian
- Journal article citation:
- Community Living, 23(4), 2010, pp.20-21.
- Publisher:
- Hexagon Publishing
The author reflects on the current approach to assessing needs using a tariff system, arguing that people with severe learning disabilities who need support deserve more than those who need help in the declining years. As personal budgets allow both the elderly and those with learning disabilities to have a greater say in the services provided to them, an attempt is being made to remove the subjectivity and judgement out of the needs assessment process. With more measurements in place, factors such as the ability to maintain hygiene, prepare food, take medicine and remain safe are key indicators used to assess needs. However, the author suggests that it is wrong to completely eliminate the human and political judgement from the assessment process, and we should not replace it with measurements and pseudo-scientific data.
We have ways of communicating
- Author:
- WILLIAMS Paul
- Journal article citation:
- Community Living, 23(4), 2010, pp.22-23.
- Publisher:
- Hexagon Publishing
This article discusses different ways of communicating with people with severe learning disabilities. It describes both extremes of the communication spectrum, focussing on those with the most severe problems. Looking at intense interaction, the author shows how communication is possible with everyone, no matter the severity of the impairment, as long as one can master effective ways of sharing in and understanding their behaviours. A key principle in communicating with people with learning disabilities is to use the knowledge and expertise of those who know the person well, and, as such, we should involve these people in the communication process. The article presents good advice on how best to achieve meaningful communication with those with severe learning disabilities, including the process of total communication – a process involving as many methods as possible, when necessary, to aid in the communication process.
Describing dialogue between persons with profound intellectual and multiple disabilities and direct support staff using the scale for dialogical meaning making
- Authors:
- HOSTYN I., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 54(8), August 2010, pp.679-690.
- Publisher:
- Wiley
People with profound intellectual and multiple disabilities (PIMD) mostly communicate in a presymbolic way using idiosyncratic and subtle utterances that are person and context specific, such as vocalisation, facial expression and changes in muscle tone. The authors suggest that the dialogical approach to meaning making may be a rich and rewarding approach to studying this communication. They investigated whether an observation scale based on the dialogical theory, the Scale for Dialogical Meaning Making (S-DMM), could be of value in this environment. Eighteen videotaped observations of persons with PIMD and their support staff were coded using the S-DMM and a consensus-rating procedure. The participants were recruited from four residential support services in Flanders, 13 were female and the ages ranged from 3-59 years. However all had a developmental age below 24 months. The majority of the staff involved were also female. Sufficient inter-rater agreement and an acceptable range in scores confirmed the usefulness of the S-DMM as a reliable and versatile instrument to map the dialogue between person with PIMD and their support staff. Strong sub-scale intercorrelations were identified. It is concluded that, using the S-DMM to describe dialogue with persons with PIMD appears promising. The authors reflect on value of the S-DMM and its consensus-rating procedure and discuss implications for research and practice.
Dysphagia: the challenge of managing eating and drinking difficulties in children and adults who have learning disabilities
- Authors:
- HARDING Celia, WRIGHT Julie
- Journal article citation:
- Tizard Learning Disability Review, 15(1), January 2010, pp.4-13.
- Publisher:
- Emerald
One area that is challenging to the carers, parents and support staff of people with learning disabilities is dysphagia, or difficulties with eating, drinking and swallowing. Difficulties in this area can have a significant impact on a person’s health, resulting in problems such as aspiration pneumonia and frequent upper respiratory infections, under-nutrition and dehydration. This review explores some of the key issues relevant to children and adults who have dysphagia and a learning disability. It describes various strategies to help in the treatment of eating and drinking difficulties, particularly considering: motor skills and positioning; equipment; pacing, prompting and communication; texture modification; and alternative feeding methods. It also discusses the importance of carer support and training to increase their knowledge of the risks associated with dysphagia and to enable them to be more effective in their care of the person with learning disabilities.
Dysphagia: the challenge of managing eating and drinking difficulties in children and adults who have learning disabilities
- Author:
- ROBERTS Jessie
- Journal article citation:
- Tizard Learning Disability Review, 15(1), January 2010, pp.14-16.
- Publisher:
- Emerald
This article comments on the review by Harding and Wright (in pages 4-13 of this journal issue) on the management of dysphagia. This commentary provides a viewpoint from a representative of PAMIS (Promoting a More Inclusive Society), a Scottish registered charity which works in partnership with families caring for people with profound and multiple learning disabilities. After welcoming the review, it goes on to elaborate on the importance of carer training and carer involvement. In particular, it suggests that greater emphasis should be given to listening to families.
What are friends for?
- Author:
- HUGHES Rachel
- Journal article citation:
- Learning Disability Today, 10(6), July 2010, pp.18-20.
- Publisher:
- Pavilion
- Place of publication:
- Hove
There are just over 16,000 adults with profound and multiple learning (PMLD) disabilities in England, a number which is expected to grow in a sustained and accelerating fashion up until 2026, and beyond. About two thirds of people with PMLD live with relatives, a third of which live with relatives over the age of 55. Yet, only 38% of these adults have more than yearly contact with friends. This article, using the story of Mary, discusses friendless lives, and how it impacts on people with PMLD. The author suggests that, if we value friendship, we should strive to enable adults with PMLD to share it. The article outlines the aims of the new Friendship Matters study, which is trying to understand the issues surrounding PMLD and friendlessness. The project will first try to describe and analyse how friendship is talked about, written about, and acted out in the lives of people with PMLD. Then it will set out to understand how this compares with other relationships, such as in the family, and care workers.
Interactive training: supporting people with severe and profound intellectual disabilities in meaningful activity
- Author:
- TOOGOOD Sandy
- Publisher:
- Pavilion
- Publication year:
- 2010
- Pagination:
- 80p., CD ROM
- Place of publication:
- Brighton
This training pack has been developed to train staff and help them develop skills to support people with learning disabilities in their daily lives at home. The interactive training includes person-centred orientation, positive behaviour support, and active support, all of which will increase positive engagement. Part 1 of the pack provides an overview of manual and looks at when and how to use interactive training. Part 2 covers organising and leading interactive training, including giving feedback and coaching. Part 3 looks at follow-up, writing training summaries, outcomes and oral presentation. Part 4 provides details on training the trainers in workshop-based simulation training. Forms, sheets and handouts are also included. The training pack will be of interest to professional and supervisory staff, practitioners, psychologists, nurses, social workers, occupational therapists, professional trainers.
Communication and people with the most complex needs: what works and why this is essential
- Authors:
- GOLDBART Juliet, CATON Sue
- Publisher:
- Mencap
- Publication year:
- 2010
- Pagination:
- 31p., bibliog.
- Place of publication:
- London
This guide was launched at the PMLD Network conference in 2010. It was commissioned by Mencap in partnership with the Department of Health, as part of the programme of work set out in Valuing People Now, in England, to ensure people with the most complex needs are included. It is written by an expert in the field of communication and people with PMLD. The guide is aimed at commissioners, to support them in commissioning support and services which meet the communication needs of people with the most complex needs. However, it will also be useful for family carers, frontline staff and people with a learning difficulty. Evidence was research from existing literature, family carers, and language therapists. Several approaches to communicating with people with PMLD are presented, including the use of communication passports and communication dictionaries, cause and effect activities, including use of switches, and intensive interaction which promotes the development of enjoyable interactions with their support staff.