British Journal of Learning Disabilities最新文献

{"title":"Mothers' Future Perspectives for Their Young Adult Children With Intellectual and Developmental Disabilities in a Minority Community Transitioning From Traditional Collectivism to Modern Orientations","authors":"Ran Neuman,&nbsp;Maha Arslan,&nbsp;Shunit Reiter","doi":"10.1111/bld.70047","DOIUrl":"https://doi.org/10.1111/bld.70047","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>Mothers of young adults with intellectual and developmental disabilities in minority Arab communities undergoing rapid social transition navigate complex tensions between traditional collectivist norms and emerging modern orientations. This study examined mothers' perspectives on their children's adult futures and explored how shifting cultural values shape expectations for autonomy, family life, education, employment and long-term care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative design was employed using semi-structured interviews with 10 mothers of adolescents and young adults with mild to moderate intellectual and developmental disabilities. Interviews were transcribed verbatim and analysed using thematic content analysis. Trustworthiness was enhanced through researcher triangulation, iterative consensus building and peer debriefing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Mothers described an ongoing negotiation between collectivist family responsibility and selective openness to autonomy, education, employment and social participation. Adulthood was usually imagined within continuing family support rather than as separation from it. These expectations were strongly gendered: daughters were more often oriented toward basic daily independence, whereas sons were more often imagined in relation to work and, at times, marriage and future family life, usually with continued maternal involvement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings indicate that, in a society shifting from collectivist norms to modern orientations, adulthood for people with intellectual and developmental disabilities is imagined not through separation from family support, but through negotiated relational forms of adult life. The study highlights how expectations are shaped by family centrality and gendered assumptions about roles. It underscores the need for culturally responsive approaches that expand opportunities for participation while remaining attentive to relational support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"383-391"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Visual Voices, an Interpretive Methodology: Advocating for Inclusion in Cancer Research for People With Intellectual Disabilities Through Artwork Analysis","authors":"Claire Zhou,&nbsp;Megan Graves,&nbsp;Shauna Walsh,&nbsp;Louise Lynch,&nbsp;Stephanie Corrigan,&nbsp;Mary McCarron,&nbsp;Philip McCallion,&nbsp;Ashleigh Gorman,&nbsp;Martin McMahon","doi":"10.1111/bld.70043","DOIUrl":"https://doi.org/10.1111/bld.70043","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with intellectual disabilities face inequities across the cancer care continuum. Barriers in communication and healthcare accessibility contribute to late-stage cancer diagnoses and poorer outcomes. People with intellectual disabilities are often excluded from cancer research. This study presents a researcher-led interpretive analysis of participant-generated artwork to explore what being involved in cancer research means to them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Drew and Guillemin's three-stage framework (participant engagement, researcher engagement and re-contextualising) was utilised. Twenty-four artworks completed by people with intellectual disabilities were thematically analysed for common themes about cancer research and examined for visual characteristics. Themes were identified and, through researcher-led interpretation and re-contextualisation, patterns linked to inequities surrounding cancer research for people with intellectual disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five themes were identified: empowerment, positivity, inclusion, science and discovery and community and togetherness. These themes were developed based on recurring symbols such as hand holding and microscopes, as well as keywords such as ‘cancer research for all’ and ‘we hold the key’. Suggestions for increased inclusion in cancer research, screening, and treatment structures include encouraging self-advocacy, positive communication, accessible healthcare frameworks, easy-read and accessible materials and support groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Participant-generated artwork provides a creative means through which people with intellectual disabilities can express perspectives on inclusion in cancer research. This study offers insight into how cancer research and health care can be better attuned to people with intellectual disabilities. Overall, the visual arts are a unique method to amplify the voices of people with intellectual disabilities and promote inclusion in cancer research more broadly.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"362-372"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Individual Objects of Reference: Reclaiming Communication With Individuals With Profound and Multiple Learning Disabilities","authors":"Eleanor Kay","doi":"10.1111/bld.70039","DOIUrl":"https://doi.org/10.1111/bld.70039","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Objects of Reference (OoR) can create moments of shared understanding and provide a familiar, reliable way for users with profound and multiple learning disabilities to anticipate and engage with the world. Although the use of OoR is a widely adopted strategy to support communication for individuals with profound and multiple learning disabilities, their potential is frequently undermined by inconsistent or misunderstood use, leading to communication breakdowns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This practitioner-led study re-examines the use of OoR in educational and family settings, focusing on how they are understood and applied by users with profound and multiple learning disabilities and their communication partners. Fifty-four participants took part in open-ended questionnaires and semi-structured interviews. They consisted of family members and practitioners supporting children and young people with profound and multiple learning disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study finds that OoR can support communication, but difficulties arise when they are used inconsistently or misunderstood by communication partners. It also identifies that OoR are often misused and treated more as tactile timetables or sensory props than the personalised communication tools they are meant to be.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This article introduces the term Individual OoR to distinguish communicative use from other unrelated practices. It also proposes the SAGE framework, a practical model to guide the consistent and meaningful use of Individual OoR.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"334-343"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advanced Choice Documents: The Feasibility of Completing These With Adults Who Have Intellectual Disability at Risk of Detention Under the Mental Health Act to an Assessment and Treatment Unit","authors":"Nigel Beail,&nbsp;Julie Carr,&nbsp;Abby Downs,&nbsp;Olivia Griffiths,&nbsp;Adrian Heslop-Reather,&nbsp;Gareth John,&nbsp;Jasmine Jones","doi":"10.1111/bld.70040","DOIUrl":"https://doi.org/10.1111/bld.70040","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A new Mental Health Act for England and Wales, which amends the Mental Health Act (1983), has been given royal assent by the UK parliament (Mental Health Act 2025). The Act introduces Advance Choice Documents so that those at risk of admission can set out their wishes and preferences in advance. However, the person must have the capacity or competence to make the statement. This poses a challenge to the rights of some people who have intellectual disability who may not have the capacity or competence to do so. This then contradicts the aims of the Act, which are to reduce health inequalities and increase patient autonomy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This study explored the feasibility of completing Advance Choice Documents with a cohort of 20 adults with intellectual disability who have been detained under the Mental Health Act and admitted to an assessment and treatment unit. Data were extracted from the patient record system, and the communication skills of each participant were assessed. The study also looked at the pre-admission trigger points for the completion of an Advance Choice Document.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The study found that few could complete such a document, and for many, there was little time prior to admission to complete the document. It is recommended that, to ensure inclusion of people who have intellectual disability, new guidance on participation provided in the Act be followed, and this be emphasised in the new Code of Practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"344-348"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scoping Review of Teacher–Parent Collaboration for Communicative Development in Students With Intellectual Disabilities","authors":"Kamilla Klefbeck","doi":"10.1111/bld.70041","DOIUrl":"https://doi.org/10.1111/bld.70041","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with intellectual disabilities have the right to express themselves and to receive appropriate communicative support. Parents' knowledge, shaped through daily interactions and long-term observation, is essential for understanding and supporting communicative development. Yet, such knowledge is seldom systematically embedded in school-based practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This scoping review mapped empirical research on teacher–parent collaboration for communicative development in students with intellectual disabilities. Ten peer-reviewed studies met the inclusion criteria, identified through database searches and backward/forward snowballing. Data were analyzed in three stages: (1) mapping study characteristics, (2) identifying forms and conditions of collaboration, and (3) examining reported outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Collaboration ranged from formalized, institution-led approaches to informal, parent-initiated strategies. Parents were consistently acknowledged as key knowledge holders, but their expertise was often underused. Positive outcomes, such as improved augmentative and alternative communication (AAC) use, reduced off-task behavior, and strengthened mutual understanding, occurred when collaboration was trust-based, reciprocal, and supported by clear structures. Barriers included insufficient professional AAC training, unclear roles, and cultural or linguistic differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Teacher–parent collaboration can enhance communicative development and participation, but its effectiveness depends on relational trust, institutional support, and cultural responsiveness. Future research should prioritize sustained, dialogic models that integrate parental expertise into classroom communication practices.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"349-361"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Clinical Implications of the Adult Attachment Behaviours Inventory for Intellectual Disabilities (AABI-ID): A Study in Residential Care Settings","authors":"Caroline Kahwaji,&nbsp;Elise Batselé,&nbsp;Romina Rinaldi","doi":"10.1111/bld.70046","DOIUrl":"https://doi.org/10.1111/bld.70046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Residential care settings can prompt adults with intellectual disabilities to exhibit attachment behaviours towards care staff. This study explored the psychometric properties of the Adult Attachment Behaviours Inventory for Intellectual Disabilities (AABI-ID). We also examined the association between attachment behaviours and adaptive and behavioural profiles and reflected on the clinical use of the AABI-ID.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The AABI-ID aims to assess the presence and selectivity of attachment-related behaviours in adults with intellectual disabilities towards care professionals. In this study, it was completed for 152 adults. Individual support workers (ISWs) and other support workers (OSWs) provided ratings alongside assessments of adaptive and challenging behaviours.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results indicated excellent internal consistency and good test−retest reliability. Differential profiles were observed in ISWs and OSWs. Furthermore, significant positive associations were identified with the Vineland Adaptive Behaviour Scales, Second Edition and Behavior Problems Inventory.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The AABI-ID appears to be a promising tool for fostering professional reflexivity and enhancing the integration of attachment behaviours in daily clinical practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"392-402"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Grief as a Factor of Service User Distress With a Community Learning Disabilities Team: A Service Evaluation","authors":"Ariane Scalpello,&nbsp;Catriona Crichton,&nbsp;Nicola Thorp","doi":"10.1111/bld.70048","DOIUrl":"https://doi.org/10.1111/bld.70048","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This service evaluation was conducted with an NHS Community Learning Disability Service (CLDS), which provides multi-disciplinary care for people with learning disabilities, their families and care providers. Understanding how bereavement is addressed in learning disability services is important, given the often complex impact of grief* on people with learning disabilities' mental health and behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to evaluate whether bereavement was considered as a factor of service user distress by a community learning disabilities team. It also aimed to identify concepts regarding the service response strategies to bereaved people with learning disabilities in distress.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This evaluation explored whether a CLDS considers the impact of bereavement when supporting service users in distress. This study also evaluated the CLDS response strategies to bereaved people with learning disabilities in distress. A mixed-method approach was used to analyse 33 service user records and conduct five interviews with CLDS staff.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings showed that most service users received interventions for grief-related distress. Four categories were constructed from the data: ‘Psychology Input’, ‘Supporting Care Providers’, ‘Multi-Disciplinary Team (MDT) Working’, and ‘Guidance’. Interviews resulted in additional categories, including ‘Recognising the Global Impact’, ‘Being Client-Led’, and ‘Systemic Challenges’. The most common service response strategies were ‘Guidance’ and ‘MDT Working’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Recommendations include maintaining a systemic approach and continuing to develop written guidance for discussing death. The increased use of measures to identify grief-related distress, further training provision and reflection opportunities for staff were also recommended.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"403-412"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship Between Parenting Attitudes, Socio-Demographic Factors and Behaviours That Challenge in Children and Adolescents With Intellectual Disability","authors":"Alicia Fuentes Rebolledo,&nbsp;Paulina S. Arango Uribe,&nbsp;Andrés Aparicio","doi":"10.1111/bld.70037","DOIUrl":"https://doi.org/10.1111/bld.70037","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Behaviours that challenge are highly prevalent in children and adolescents with intellectual disability, impacting both their well-being and that of their families. Understanding the role of parenting attitudes and socio-demographic factors in these behaviours is crucial for effective support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quantitative, cross-sectional, non-experimental study was conducted with 193 mothers of children and adolescents aged 7 to 17 years with intellectual disability in Chile. Validated instruments were used to assess parenting attitudes, behaviours that challenge, adaptive functioning, and socio-demographic variables. Hierarchical regression analyses were performed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Parenting attitudes—particularly related to discipline and communication—were associated with higher levels of behaviours that challenge. Greater perceived fairness in parenting roles was linked to fewer internalising behaviours. Boys exhibited more internalising behaviours than girls, while externalising behaviours decreased with age. Additionally, higher levels of support needs in children predicted increased behaviours that challenge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings underscore the importance of parenting attitudes in understanding behaviours that challenge in children with intellectual disability. Interventions should consider these attitudes and aim to strengthen family support systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"313-323"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Health and Learning Disabilities: An Exploration of Erasure and Social Murder. By \u0000 Sara Ryan, Routledge, 2026. 117 pp. £31.99 (PBK). (161 including back matter). ISBN: 978-1-03-260500-5 (PBK).","authors":"Simon Jarrett","doi":"10.1111/bld.70038","DOIUrl":"https://doi.org/10.1111/bld.70038","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"447-448"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring How Known-Answer Questions Are Used in Conversations About Funerals Between People With Learning Disabilities and Support Staff","authors":"Andrea Bruun,&nbsp;Rebecca Anderson-Kittow","doi":"10.1111/bld.70045","DOIUrl":"https://doi.org/10.1111/bld.70045","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with learning disabilities should be involved in conversations around funerals. Conversation-starter pictures were developed to support funeral conversations between people with a learning disability and support staff. How this resource is used in practice and how staff asks questions about the funeral pictures need exploration. This study explored how known-answer questions were posed and pursued when people with learning disabilities and support staff talk about funeral pictures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Seven sessions with people with learning disabilities and support staff using funeral resources from an end-of-life care planning toolkit were video-recorded, transcribed, and analysed using Conversation Analysis. Known-answer questions were identified and analysed in two sessions involving the ‘Let's Talk About Funerals’ resource.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Staff asked known-answer questions where the recipient should provide a ‘correct’ answer. Questions were initially open, not indicating that a specific answer was needed. Staff pursued answers through follow-up questions targeting funeral terms and by minimally acknowledging the proposed responses. This led to missed opportunities to elaborate on these responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Support staff should be mindful about pursuing answers as it may close the conversation and not allow for exploration of the perspective of the person with a learning disability.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"54 3","pages":"424-437"},"PeriodicalIF":1.6,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.70045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148710443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}