 Subjects -> DISABILITY (Total: 103 journals)
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- Commentary on “What can a Family Liaison Service offer families of
children with disabilities and/or developmental difficulties'”-
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Authors: Mark Murphy
Abstract: The purpose of this paper is to consider the key themes highlighted by Collins et al., in light of the wider research evidence base on informal sources of support for families of children with intellectual and developmental disabilities. This commentary reflects on the provision of informal support services for families of children with intellectual and developmental disabilities. The wider literature highlights the key role of family support in shifting negative narratives concerning parenting a child with intellectual and developmental disabilities, the impact of austerity and COVID-19 on support provision and the importance of services working effectively in collaboration to promote self-determination for families and individuals with intellectual and developmental disabilities. Continued efforts to explore how services and informal social supports might work together in an effective manner are key to improving the quality of life of parents caring for children with intellectual and developmental disabilities.
Citation: Tizard Learning Disability Review
PubDate: 2023-06-23
DOI: 10.1108/TLDR-03-2023-0009
Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
- Why am I still in hospital' Evaluation of delayed discharges from two
learning disability assessment and treatment units in England-
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Authors: Daisy Alicia Gibson, Holly Eick, Susanne Meddings, Ceri Woodrow
Abstract: This paper aims to examine the prevalence and reasons for delayed discharge from two regional assessment and treatment units (ATUs) for people with learning disabilities, in line with the transforming care agenda. This is a retrospective evaluation of 44 admissions and discharges from two ATUs from February 2019 to March 2022. Of 44 admissions who were discharged during the included period, 20 experienced delays in their discharge. Delayed discharges occurred despite the two ATUs meeting standards for length of assessment and treatment as specified by the Learning Disability Professional Senate. The most prevalent reasons for discharge delays were identification of a new placement, recruitment of care staff and building work. This paper offers an in-depth evaluation of recent delayed discharges from two regional ATUs, highlighting the most common reasons for delays and offering suggestion for reducing delays in future.
Citation: Tizard Learning Disability Review
PubDate: 2023-06-22
DOI: 10.1108/TLDR-07-2022-0015
Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
- What can a Family Liaison Service offer families of children with
disabilities and/or developmental difficulties'-
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Authors: Bethan Collins, Nicole Anneke McGrath, Sabine Maguire
Abstract: Families of children with disabilities experience many challenges, which Sparkle’s Family Liaison Service (FLS) aims to alleviate. The purpose of this study was to evaluate the impact of the service. Qualitative interviews with ten families who had accessed the FLS and 14 professionals working with children with disabilities were conducted in 2020. Interview transcripts were analysed using inductive and deductive thematic analysis. Families valued an accessible service and a neutral individual who could empathise with them. Professionals highlighted the FLS relieving pressure they felt to provide informal support for families they work with, resulting in considerable time saving. To the best of the authors’ knowledge, this is the first evaluation of the novel FLS meeting the unmet needs of families of children with disabilities. The service equips and empowers caregivers to enhance their own lives and the lives of their children and family.
Citation: Tizard Learning Disability Review
PubDate: 2023-06-22
DOI: 10.1108/TLDR-11-2022-0024
Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
- Diversity and inclusion policies in publicly traded New Zealand companies:
inclusion of people with intellectual disabilities-
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Authors: Dhammika (Dave) Guruge
Abstract: This study aims to evaluate employment opportunities for people with intellectual disabilities in publicly traded companies in New Zealand. The diversity and inclusion (DI) policies of 163 publicly traded companies listed on the New Zealand equity market were examined and compared to the Global Reporting Initiative (GRI) reporting standards using content analysis with Leximancer software. Only 1.84% of publicly traded companies met all of the GRI reporting standards and disclosed information about the proportion of employees with disabilities in their DI policies. To the best of the researcher's knowledge, disclosure of inclusion of people with intellectual disabilities in publicly traded companies in New Zealand has not been studied. This study provides insights into the level of DI in the New Zealand equity market companies related to people with intellectual disabilities.
Citation: Tizard Learning Disability Review
PubDate: 2023-06-21
DOI: 10.1108/TLDR-07-2022-0016
Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
- Commentary on “Why am I still in hospital' Evaluation of delayed
discharges from two learning disability assessment and treatment units in
England”-
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Authors: Rohit Shankar
Abstract: This commentary explores the challenges and themes enumerated by the associated article “Why am I still in hospital' Evaluation of delayed discharges from two learning disability assessment and treatment units in England”. This commentary broadens and outlines the research’s background, premise and potential impact. This paper aims to critically examine the evidence on this subject. This commentary considers the attitudes to inpatient care for people with learning disabilities in the past decade and outlines a possible compact for the future. Contrary to popular and emotive beliefs that using specialist inpatient psychiatric settings for people with learning disabilities is universally a poor practice, there are defined occasions when such settings are needed and imperative in the clinical pathway. If people with learning disabilities can access inpatient settings at the right time for the right reason, psychiatric outcomes could be improved. Timely discharge is imperative and currently lacking due to a lack of suitable engagement mechanisms between inpatient settings and the community. Thus, evidence-based outcome tools are essential to facilitate appropriate discharge. There is an ongoing debate on the value and utility of specialist inpatient psychiatric units for people with learning disabilities. This commentary provides a balanced, evidence-based insight into this discussion.
Citation: Tizard Learning Disability Review
PubDate: 2023-06-19
DOI: 10.1108/TLDR-05-2023-0013
Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
- Commentary on “Diversity and inclusion policies in publicly traded New
Zealand companies: inclusion of people with intellectual disabilities”-
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Authors: Alex Cockain
Abstract: This commentary reflects upon the article entitled “Diversity and inclusion policies in publicly traded New Zealand companies: Inclusion of people with intellectual disabilities”. This narrative commentary critically reflects upon the Global Reporting Initiative (hereafter, GRI) itself and what the numbers reported in Guruge’s (2023; this issue) article say, paying attention to what we might think and do about such standards and scenarios. This commentary does not present a definitive assessment of the GRI. This is because it is marked by undecidability. Nevertheless, it reads some of the figures, or “data”, which register organisational uptake of GRI standards (or the lack thereof), together with other “data”, to contrive a more stable account. This commentary strives to avoid presenting a reductive reading of “data” and, instead, highlights the complex multifaceted dimensions of societies, sustainability, social inclusion, disability and possibilities for inclusive practices.
Citation: Tizard Learning Disability Review
PubDate: 2023-06-15
DOI: 10.1108/TLDR-02-2023-0007
Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
- A STOMP-focused evaluation of prescribing practices in one assessment and
treatment unit for people with intellectual disabilities
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Authors: Jon Painter, Winola Chio, Liam Black, David Newman
Abstract: This study aims to understand whether psychotropic prescribing practices for people with intellectual disabilities are in keeping with best practice guidelines. This service evaluation project was a retrospective analysis of routinely collected data from the care records of all 36 people with intellectual disability discharged from an intellectual disability assessment and treatment unit during the first five years of the Stop Over medicating People with Intellectual Disabilities and/or autistic people (STOMP) initiative. Data were gathered at four time points (pre-admission, discharge, 6- and 12-month follow-up) before being analysed to understand whether psychotropic prescribing differed among people with different clinical characteristics/traits/diagnoses. Changes over time were also explored to ascertain whether and how prescribing altered from admission to discharge, and over the subsequent year of community living. Most people with intellectual disabilities left the assessment and treatment unit on fewer regular psychotropic medications and at lower doses than at admission. These optimised regimes were still apparent 12 months post-discharge, suggesting effective discharge planning and community care packages. Inpatients with severe intellectual disabilities generally received more anxiolytics and hypnotics, at higher doses. Autistic people tended to receive more psychotropics in total and at higher cumulative doses, a pattern that persisted post discharge. A third of the sample were admitted on regular anti-psychotic medications despite having no corresponding psychotic diagnosis, a proportion that remained relatively stable through discharge and into the community. This study highlights subsets of the intellectual disability population at particular risk of receiving high doses of psychotropics and a feasible template for providers intending to undertake STOMP-focused evaluations.
Citation: Tizard Learning Disability Review
PubDate: 2022-12-14
DOI: 10.1108/TLDR-04-2022-0008
Issue No: Vol. ahead-of-print, No. ahead-of-print (2022)
- Commentary on “A STOMP-focused evaluation of prescribing practices in
one assessment and treatment unit for people with intellectual
disabilities”-
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Authors: Dave Gerrard, Jen Rhodes
Abstract: This commentary aims to define STOMP and STAMP, describes its history and evolution and the authors’ thoughts about future directions given the lack of clear evidence base for prescribing and deprescribing psychotropic medication given for behaviour thought to be challenging. This commentary defines the authors’ clinical experience and personal thoughts about STOMP achievements and challenges for the future delivery. This commentary details STOMP development to date and highlights the potential areas for further study and research to grow understanding, professional confidence and delivery. This commentary highlights much of the currently accepted research and areas that have poor quality evidence or are of interest for future study. STOMP definition, especially of inappropriate prescribing, is key to redefining the work. This commentary highlights the potential impact of STOMP and STAMP on prescribing rates and the need for better definition, processes and education for workforce development. There is a major need to understand the benefit of behavioural intervention to support the optimisation of medication. This commentary builds on personal experience and current understanding to postulate considerations to further the delivery of STOMP and STAMP.
Citation: Tizard Learning Disability Review
PubDate: 2022-09-19
DOI: 10.1108/TLDR-08-2022-0017
Issue No: Vol. ahead-of-print, No. ahead-of-print (2022)
- Commentary on “Status quo bias and resistance to positive behaviour
support: implications for leaders”-
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Authors: Paddy Behan
Abstract: The purpose of this paper is to provide a commentary on “Status quo bias and resistance to positive behaviour support: implications for leaders” and to extend the conversation regarding potential change agents to address resistance. This commentary provides discussion stimulated by the Ntinas’s (2022) paper regarding resistance to the implementation of positive behaviour support (PBS). Contextual fit is highlighted as a consideration related to the implementation of PBS, with a view to mitigating resistance. A range of factors linked to supporting good contextual fit are discussed. This paper provides the perspective of a PBS practitioner with experience of implementing PBS across a range of settings. Recognition is given that further empirical evidence is required to confirm the utility of contextual fit to address resistance.
Citation: Tizard Learning Disability Review
PubDate: 2022-11-28
DOI: 10.1108/TLDR-10-2022-0021
Issue No: Vol. 27, No. 3/4 (2022)
- Commentary on “Developing and refining a process to improve teacher
engagement with the performance management system in a school setting”-
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Authors: Manuel Rodriguez
Abstract: The purpose of this paper is to provide a commentary on “Developing and Refining a Process to Improve Teacher Engagement with the Performance Management System in a School Setting” and to extend the conversation around the use of organisational behavioural management in services. This commentary focuses on the work conducted by Hawkins et al. (2022) in a school for autistic students who are also diagnosed with a learning disability. The strengths and limitations of this research study are highlighted, and some suggestions are provided for future research. This paper offers a valuable account of how organisational behavioural management can be used to help educational services produce better outcomes for the students while also empowering teachers.
Citation: Tizard Learning Disability Review
PubDate: 2022-11-28
DOI: 10.1108/TLDR-10-2022-0022
Issue No: Vol. 27, No. 3/4 (2022)
- Commentary on “Vocational training for livelihood and rehabilitation of
persons with intellectual disabilities”-
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Authors: Ceridwen Evans
Abstract: The purpose of this commentary is to reflect on some of the themes presented in the associated article “Vocational training for livelihood and rehabilitation of persons with intellectual disabilities” and provide considerations for future close-to-practice research in the area of vocational training models and rehabilitation provisions. This commentary considers the literature in relation to rehabilitation provisions centred around vocation, highlights the need for a person-centred focus and reiterates the potential of vocation as a route to social inclusion and wider social networks. The focus on adapting supports and vocational training programmes to fit within the context of low-income areas and country-specific legislation should be afforded particular consideration, alongside ways to achieve high-quality research rigour, which still puts the person supported at the centre of any outcome measures. This commentary is aimed in part at practitioners working in the field of learning disabilities and employment/vocation, who are keen to conduct close-to-practice research.
Citation: Tizard Learning Disability Review
PubDate: 2022-11-09
DOI: 10.1108/TLDR-10-2022-0019
Issue No: Vol. 27, No. 3/4 (2022)
- Vocational training for livelihood and rehabilitation of persons with
intellectual disabilities-
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Authors: Chinchu Chithrangathan
Abstract: Rehabilitation facilities available for persons with intellectual disabilities are low in India. The purpose of this paper is to illustrate an action research programme undertaken in Thrissur district, Kerala, India, to provide institution-based vocational training to selected beneficiaries of BUDS rehabilitation institutions. A total of 40 students were selected for the training programme. Different vocational activities were included according to criteria such as the abilities of students, sustainability and therapeutic value. The results of data analysis showed that fraternity, engagement and collectivism were the themes that emerged from the conversations with students, teachers and parents. Some students showed marked improvements in various areas of functioning. Larger replication studies could provide more evidence for wider implementation. There is a possibility of scaling up the model at the state or national level. This model could be adopted for providing better services to persons with intellectual disabilities in similar low- and middle-income settings. To the best of the author’s knowledge, this paper is the first known attempt at examining the utility of vocational activity training as therapeutic intervention for persons with intellectual disabilities in India.
Citation: Tizard Learning Disability Review
PubDate: 2022-10-10
DOI: 10.1108/TLDR-11-2021-0030
Issue No: Vol. 27, No. 3/4 (2022)
- Developing and refining a process to improve teacher engagement with the
performance management system in a school setting-
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Authors: Emma Hawkins, Kate Grant, Mariann Szabo, Kate Hewett
Abstract: The purpose of this study was to review and make changes to the performance management process in place for teachers in a school for autistic children with learning disabilities. The performance management process consisted of line managers setting targets for their staff and points were given for targets met. Targets were related to improving outcomes for the children in the school. Teacher engagement in the performance management process was measured by the number of teachers reporting their points monthly and the number of points earned monthly. The PDC (Austin, 2000) was conducted to determine changes to the process to improve teacher engagement with the performance management system. These changes to the performance management process consisted of an antecedent and information intervention (flowchart implemented summarising performance management process), equipment and processes interventions (change to graphing requirement, set rolling targets implemented) and consequence interventions (teachers set rolling targets to meet with their line manager regularly and to report on targets met monthly). The number of teachers completing and submitting monthly summary forms increased following the changes made to the performance management process. The average number of points received increased significantly during the intervention. The intervention implemented following the use of the PDC led to increased teacher engagement in the performance management process and thus potentially improved the outcomes for the children within the school. The PDC is a fairly simple tool to use to identify solutions to problems in the workplace. The procedure used herein is replicable across many settings and different workplace issues.
Citation: Tizard Learning Disability Review
PubDate: 2022-10-10
DOI: 10.1108/TLDR-01-2022-0002
Issue No: Vol. 27, No. 3/4 (2022)
- “Status quo bias and resistance to positive behaviour support:
implications for leaders”-
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Authors: Konstantinos M. Ntinas
Abstract: This paper aims to focus on why some practitioners in learning disability services resist implementing evidence-based approaches, such as positive behaviour support, despite its benefits. Status quo bias theory was used to explain why practitioners choose existing practices over evidence-based approaches despite the negative consequences to their well-being. Staff members’ decision to maintain the status quo should not be based solely on a cost–benefit analysis, as is commonly believed, as several factors influence it. This lies on the development of leadership action based on the factors that influence staff's decision making in favour of the status quo.
Citation: Tizard Learning Disability Review
PubDate: 2022-09-14
DOI: 10.1108/TLDR-11-2021-0033
Issue No: Vol. 27, No. 3/4 (2022)
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