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  Subjects -> DISABILITY (Total: 103 journals)
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Tizard Learning Disability Review
Journal Prestige (SJR): 0.347
Number of Followers: 49  
 
Hybrid Journal Hybrid journal   * Containing 1 Open Access Open Access article(s) in this issue *
ISSN (Print) 1359-5474 - ISSN (Online) 2042-8782
Published by Emerald Homepage  [362 journals]
  • 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. ahead-of-print , No. ahead-of-print (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. ahead-of-print , No. ahead-of-print (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. ahead-of-print , No. ahead-of-print (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. ahead-of-print , No. ahead-of-print (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. 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)
       
  • “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. ahead-of-print , No. ahead-of-print (2022)
       
  • Commentary on “Development of LDPAQ: learning disability physical
           activity questionnaire”

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      Authors: Katie Brooker , Jessica Hill
      Abstract: This paper aims to discuss the importance of delivering high-quality education to allied health and fitness professionals around physical activity for people with intellectual disabilities. The clinical training and experience needs of allied health and fitness professionals are examined in relation to knowledge and skills around physical activity levels and people with intellectual disabilities. The training of allied health and fitness professionals may not be adequate. Current training does not appear to provide professionals with the skill set and suitable experiences to appropriately support people with intellectual disabilities to be active. Key training areas for allied health and fitness professionals are outlined.
      Citation: Tizard Learning Disability Review
      PubDate: 2022-07-29
      DOI: 10.1108/TLDR-07-2022-0013
      Issue No: Vol. 27 , No. 2 (2022)
       
  • Development of the learning disability physical activity questionnaire
           (LDPAQ)

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      Authors: Amir Pakravan , Marjan Ghazirad , Farshad Shaddel
      Abstract: People with learning disabilities can be affected by complex health needs and their life expectancy is significantly reduced. Physical activity has a role in enhancing quality of life and better management of multiple health issues in this population especially if they are individually tailored to the service users’ abilities and care needs. Considering the complexities of communication, there is a need for a specific physical activity assessment tool in people with learning disabilities. A multidisciplinary team of experts devised the Learning Disability Physical Activity Questionnaire (LDPAQ) as a tool to measure physical activity. The tool was tested within community and inpatient settings. An easy-read, picture-based, self-reported and concise questionnaire with options relevant to people with learning disabilities was developed. Feedback from the audit confirmed ease of use and high levels of respondent satisfaction. A small-scale audit of the tool also confirmed the need for promoting physical activity within this population. The LDPAQ is a novel questionnaire that aims to be a universally applicable tool for the assessment of physical activity status in people with learning disabilities. It is designed to be used by people with learning disabilities themselves, professionals and organisations. Further research is needed to explore the full potential of this tool.
      Citation: Tizard Learning Disability Review
      PubDate: 2022-06-21
      DOI: 10.1108/TLDR-04-2022-0011
      Issue No: Vol. 27 , No. 2 (2022)
       
  • Commentary on “Research priorities relating to communication and
           swallowing for individuals with learning disabilities across the
           lifespan”

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      Authors: Anna Backhouse , Sophie Howells
      Abstract: The purpose of this paper is to provide a commentary on the article by Chadd et al. The commentary sets out the key principles of good support and considers how the Royal College of Speech and Language Therapists research priorities impact on the practice of a team of Speech and Language Therapists who support people with learning disabilities, including autistic people and those with complex needs who display behaviour described as challenging. The commentary considers how the research priorities fit within current policies and frameworks and reflects on areas that could be considered further. This commentary provides a narrative account of the reflections of a team of Speech and Language Therapists on the impact that the research priorities have had on their work. The Speech and Language Therapy (SLT) team are all keen to be involved in research but identify barriers to this relating to time within their current roles and challenges in meaningfully involving people they support. The research priorities have provided a broad framework for them to use to consider areas for research, and the focus on measuring outcomes is welcome. The research priorities largely fit within the frameworks that support current social care practice; however, they are not written in a way that is accessible for most people with a learning disability, and some do not fully reflect the social model of disability. The wider involvement of people with lived experience may have led to different research priorities identified. The commentary provides an account of the impact that the research priorities have had on a team of Speech and Language Therapists working within a social care setting. It encourages readers to consider the wider context for people with learning disabilities and the role SLT plays within the social model of support for improving quality of life.
      Citation: Tizard Learning Disability Review
      PubDate: 2022-06-10
      DOI: 10.1108/TLDR-04-2022-0009
      Issue No: Vol. 27 , No. 2 (2022)
       
  • Research priorities relating to communication and swallowing for people
           with learning disabilities across the lifespan

         This is an Open Access Article Open Access Article

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      Authors: Katie Chadd , Lauren Longhurst , Amit Kulkarni , Jaya Simpson , Emma Pagnamenta , Fiona Brettell , Della Money , Rosie Dowty , Josephine Wallinger , Sai Bangera , Rebecca Palmer , Victoria Joffe
      Abstract: This research priority setting partnership (PSP) aims to collaboratively identify the “top ten” research priorities relating to communication and swallowing for children and adults with learning disabilities, across the lifespan in the UK, using a modified James Lind Alliance approach. A steering group and reference group were established to oversee the PSP. A survey of speech and language therapists (SLTs) resulted in 157 research suggestions. These were further developed into 95 research questions through a multi-stakeholder workshop. Questions were prioritised via an online card-sort activity completed by SLTs, health-care or education professionals and carers. Research questions were analysed thematically. Ten adults with learning disabilities were supported to assign ratings to themes reflecting their prioritisation. The top ten research priorities were identified by combining results from these activities. The top ten research priorities related to intervention, outcome measurement and service delivery around communication and dysphagia. To the best of the authors’ knowledge, this is the first UK-wide research PSP on learning disabilities and speech and language therapy across the lifespan. It uses a novel approach to incorporate the preferences of people with learning disabilities in the prioritisation.
      Citation: Tizard Learning Disability Review
      PubDate: 2022-06-09
      DOI: 10.1108/TLDR-06-2021-0018
      Issue No: Vol. 27 , No. 2 (2022)
       
  • Commentary on “Developing a logic model for implementing citizen
           advocacy for adults with learning disabilities based on the experience of
           community inclusion centres for disabled people”

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      Authors: Matt Clifton , Steve Chapman
      Abstract: This commentary reflects on peer advocacy in relation to citizen advocacy in the context of the vital need for advocacy in all its different forms. The authors reflect from the standpoint of developing peer advocacy in secure mental health settings as an organisation based on self-advocacy and co-production. By reflecting on peer advocacy and citizen advocacy side by side, the authors affirm both and all kinds of advocacy as being vital to people with learning disabilities living full and free lives as citizens. The authors hope this commentary will enrich people’s understandings of the essential role of peer advocacy within different kinds of advocacy, and the need to enlarge the range of possibilities and choices open to a person.
      Citation: Tizard Learning Disability Review
      PubDate: 2022-05-23
      DOI: 10.1108/TLDR-04-2022-0010
      Issue No: Vol. 27 , No. 2 (2022)
       
  • Developing a logic model for implementing citizen advocacy for adults with
           learning disabilities based on the experience of community inclusion
           centres for disabled people

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      Authors: Yong Deug Kim
      Abstract: Several leading agencies in Korea are interested in citizen advocacy as one way of supporting people with learning disabilities. Therefore, several social welfare organisations require citizen advocacy guidance. This study aims to propose a logic model in the Korean context through responses from leading practitioners. The logic model was explained to the middle-level practitioners of five community inclusion centres for disabled people who were leading the way in implementing citizen advocacy. After completing a form, the logic model was constructed through analysis. Resources, activities, outputs, outcomes and impact that constitute the logic model framework were addressed. These contents are related to those using and supporting citizen advocacy, such as people with learning disabilities, their families, citizen advocates, service agencies and communities. The logic model of citizen advocacy was constructed by reflecting the Korean context; thus, laying the foundation for implementing citizen advocacy nationwide.
      Citation: Tizard Learning Disability Review
      PubDate: 2022-05-20
      DOI: 10.1108/TLDR-08-2021-0025
      Issue No: Vol. 27 , No. 2 (2022)
       
  • Brief report on six clinical cases of trauma in families that have
           children and adults who have a learning disability and/or are autistic

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      Authors: Noelle Blackman , Konstantinos Vlachakis , Anna Annes , Sally Griffin , Peter Baker
      Abstract: Research and anecdotal clinical work indicate that complex post-traumatic stress disorder (CPTSD) in families that have children and adults who have a learning disability and/or are autistic may be prevalent. This paper aims to provide a preliminary formulation of complex trauma in families. This report is based on a review of clinical psychotherapeutic work with six families. The themes are derived from the assessment period through examining the assessment reports and clinical supervision notes for thematic patterns. This report suggests that the prevalence of CPTSD in families of people who have a learning disability and/or are autistic needs to be researched across the family lifecycle and that there are specific factors that mediate complex trauma symptomatology. CPTSD symptomatology in these families is inadequately conceptualised and this is one of the first papers suggesting this as a potentially helpful framework to consider the experiences of families.
      Citation: Tizard Learning Disability Review
      PubDate: 2022-05-03
      DOI: 10.1108/TLDR-08-2021-0022
      Issue No: Vol. 27 , No. 2 (2022)
       
  • Commentary on “Brief report on six clinical cases of trauma in families
           who have children and adults who have a learning disability and/or are
           autistic”

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      Authors: Sarah Wigham
      Abstract: The purpose of this commentary is to explore some of the research on family carers of people who have a learning disability and/or are autistic. The approach is a narrative commentary. Family carers of people who have a learning disability and/or are autistic may have needs related to mental health and well-being; however, formal systems of support and resources are limited. The commentary explores and integrates perspectives from international research findings to provide a context/background of broader literature in which the paper by Blackman et al., is situated.
      Citation: Tizard Learning Disability Review
      PubDate: 2022-05-03
      DOI: 10.1108/TLDR-03-2022-0006
      Issue No: Vol. 27 , No. 2 (2022)
       
  • Tizard Learning Disability Review

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