Tizard Learning Disability Review最新文献

{"title":"Positive family connections: co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic","authors":"Joanna Griffin, Debbie Austin, John Lynham, Rasha Hafidh, Natasha Boxill, Daniel Sutherland, Samantha Flynn, Richard P. Hastings","doi":"10.1108/tldr-03-2023-0008","DOIUrl":"https://doi.org/10.1108/tldr-03-2023-0008","url":null,"abstract":"Purpose This paper aims to outline the process of developing a new co-produced virtual group support programme called Positive Family Connections (PFC) aimed at family carers of children with a learning disability, or who are autistic, aged between 8 and 13 years. Design/methodology/approach Development process: family carers were recruited to develop PFC prior to a feasibility randomised controlled trial being conducted (not reported in this paper). The programme was positively oriented and family systems-focused. PFC was developed by family carers, along with the research team, and designed to be delivered by family carer facilitators. The development process included several meetings to design the format and content of the programme. An initial pilot was then delivered and further amendments made to the programme in response to the pilot participants’ feedback. Findings The programme: the co-produced PFC programme involved attending six weekly sessions on Zoom; each 2-h session focused on different themes (e.g. communication and activities). Research limitations/implications Reflections on the co-production process: key ingredients of co-production included ensuring clarity on roles, positive communication and understanding of the family carers’ situation and utilising the varied skills family carers can bring to research and practise. Originality/value This is the first family systems-focused programme that the authors know of, that has been co-produced with family carers and solely delivered virtually by trained family carer facilitators from the outset.","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136077437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on “What can a Family Liaison Service offer families of children with disabilities and/or developmental difficulties?”","authors":"M. Murphy","doi":"10.1108/tldr-03-2023-0009","DOIUrl":"https://doi.org/10.1108/tldr-03-2023-0009","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary reflects on the provision of informal support services for families of children with intellectual and developmental disabilities.\u0000\u0000\u0000Findings\u0000The 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.\u0000\u0000\u0000Originality/value\u0000Continued 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44031809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England","authors":"Daisy Alicia Gibson, Holly Eick, Susanne Meddings, Ceri Woodrow","doi":"10.1108/tldr-07-2022-0015","DOIUrl":"https://doi.org/10.1108/tldr-07-2022-0015","url":null,"abstract":"\u0000Purpose\u0000This 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.\u0000\u0000\u0000Design/methodology/approach\u0000This is a retrospective evaluation of 44 admissions and discharges from two ATUs from February 2019 to March 2022.\u0000\u0000\u0000Findings\u0000Of 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.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43564266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What can a Family Liaison Service offer families of children with disabilities and/or developmental difficulties?","authors":"B. Collins, Nicole A. McGrath, S. Maguire","doi":"10.1108/tldr-11-2022-0024","DOIUrl":"https://doi.org/10.1108/tldr-11-2022-0024","url":null,"abstract":"\u0000Purpose\u0000Families 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.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative 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.\u0000\u0000\u0000Findings\u0000Families 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.\u0000\u0000\u0000Originality/value\u0000To 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47604549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diversity and inclusion policies in publicly traded New Zealand companies: inclusion of people with intellectual disabilities","authors":"Dhammika (Dave) Guruge","doi":"10.1108/tldr-07-2022-0016","DOIUrl":"https://doi.org/10.1108/tldr-07-2022-0016","url":null,"abstract":"\u0000Purpose\u0000This study aims to evaluate employment opportunities for people with intellectual disabilities in publicly traded companies in New Zealand.\u0000\u0000\u0000Design/methodology/approach\u0000The 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.\u0000\u0000\u0000Findings\u0000Only 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.\u0000\u0000\u0000Originality/value\u0000To 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49164384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on “Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England”","authors":"R. Shankar","doi":"10.1108/tldr-05-2023-0013","DOIUrl":"https://doi.org/10.1108/tldr-05-2023-0013","url":null,"abstract":"\u0000Purpose\u0000This 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.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary considers the attitudes to inpatient care for people with learning disabilities in the past decade and outlines a possible compact for the future.\u0000\u0000\u0000Findings\u0000Contrary 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.\u0000\u0000\u0000Originality/value\u0000There 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44142733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on “Diversity and inclusion policies in publicly traded New Zealand companies: inclusion of people with intellectual disabilities”","authors":"Alex Cockain","doi":"10.1108/tldr-02-2023-0007","DOIUrl":"https://doi.org/10.1108/tldr-02-2023-0007","url":null,"abstract":"\u0000Purpose\u0000This commentary reflects upon the article entitled “Diversity and inclusion policies in publicly traded New Zealand companies: Inclusion of people with intellectual disabilities”.\u0000\u0000\u0000Design/methodology/approach\u0000This 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.\u0000\u0000\u0000Findings\u0000This 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.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A STOMP-focused evaluation of prescribing practices in one assessment and treatment unit for people with intellectual disabilities","authors":"J. Painter, Winola Chio, L. Black, D. Newman","doi":"10.1108/tldr-04-2022-0008","DOIUrl":"https://doi.org/10.1108/tldr-04-2022-0008","url":null,"abstract":"\u0000Purpose\u0000This study aims to understand whether psychotropic prescribing practices for people with intellectual disabilities are in keeping with best practice guidelines.\u0000\u0000\u0000Design/methodology/approach\u0000This 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.\u0000\u0000\u0000Findings\u0000Most 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.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47407318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on “Status quo bias and resistance to positive behaviour support: implications for leaders”","authors":"Paddy Behan","doi":"10.1108/tldr-10-2022-0021","DOIUrl":"https://doi.org/10.1108/tldr-10-2022-0021","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary provides discussion stimulated by the Ntinas’s (2022) paper regarding resistance to the implementation of positive behaviour support (PBS).\u0000\u0000\u0000Findings\u0000Contextual 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.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43861093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on “Developing and refining a process to improve teacher engagement with the performance management system in a school setting”","authors":"Manuel Rodriguez","doi":"10.1108/tldr-10-2022-0022","DOIUrl":"https://doi.org/10.1108/tldr-10-2022-0022","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000This 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.\u0000\u0000\u0000Findings\u0000The strengths and limitations of this research study are highlighted, and some suggestions are provided for future research.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}