Tizard Learning Disability Review最新文献

{"title":"Commentary on “Vocational training for livelihood and rehabilitation of persons with intellectual disabilities”","authors":"Ceridwen Evans","doi":"10.1108/tldr-10-2022-0019","DOIUrl":"https://doi.org/10.1108/tldr-10-2022-0019","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000This 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.\u0000\u0000\u0000Findings\u0000The 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.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42162617","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":"Developing and refining a process to improve teacher engagement with the performance management system in a school setting","authors":"E. Hawkins, Kate Grant, M. Szabó, Kate Hewett","doi":"10.1108/tldr-01-2022-0002","DOIUrl":"https://doi.org/10.1108/tldr-01-2022-0002","url":null,"abstract":"\u0000Purpose\u0000The 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.\u0000\u0000\u0000Design/methodology/approach\u0000The 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).\u0000\u0000\u0000Findings\u0000The 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.\u0000\u0000\u0000Originality/value\u0000The 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872608","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":"Vocational training for livelihood and rehabilitation of persons with intellectual disabilities","authors":"Chinchu Chithrangathan","doi":"10.1108/tldr-11-2021-0030","DOIUrl":"https://doi.org/10.1108/tldr-11-2021-0030","url":null,"abstract":"\u0000Purpose\u0000Rehabilitation 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.\u0000\u0000\u0000Design/methodology/approach\u0000A 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.\u0000\u0000\u0000Findings\u0000The 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.\u0000\u0000\u0000Research limitations/implications\u0000Larger replication studies could provide more evidence for wider implementation.\u0000\u0000\u0000Practical implications\u0000There is a possibility of scaling up the model at the state or national level.\u0000\u0000\u0000Social implications\u0000This model could be adopted for providing better services to persons with intellectual disabilities in similar low- and middle-income settings.\u0000\u0000\u0000Originality/value\u0000To 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48404367","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 “A STOMP-focused evaluation of prescribing practices in one assessment and treatment unit for people with intellectual disabilities”","authors":"D. Gerrard, Jennifer A. Rhodes","doi":"10.1108/tldr-08-2022-0017","DOIUrl":"https://doi.org/10.1108/tldr-08-2022-0017","url":null,"abstract":"\u0000Purpose\u0000This 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.\u0000\u0000\u0000Design/methodology/approach\u0000This commentary defines the authors’ clinical experience and personal thoughts about STOMP achievements and challenges for the future delivery.\u0000\u0000\u0000Findings\u0000This commentary details STOMP development to date and highlights the potential areas for further study and research to grow understanding, professional confidence and delivery.\u0000\u0000\u0000Research limitations/implications\u0000This 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.\u0000\u0000\u0000Practical implications\u0000This 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.\u0000\u0000\u0000Originality/value\u0000This commentary builds on personal experience and current understanding to postulate considerations to further the delivery of STOMP and STAMP.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49400767","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":"“Status quo bias and resistance to positive behaviour support: implications for leaders”","authors":"K. M. Ntinas","doi":"10.1108/tldr-11-2021-0033","DOIUrl":"https://doi.org/10.1108/tldr-11-2021-0033","url":null,"abstract":"\u0000Purpose\u0000This 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.\u0000\u0000\u0000Design/methodology/approach\u0000Status quo bias theory was used to explain why practitioners choose existing practices over evidence-based approaches despite the negative consequences to their well-being.\u0000\u0000\u0000Findings\u0000Staff 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.\u0000\u0000\u0000Originality/value\u0000This lies on the development of leadership action based on the factors that influence staff's decision making in favour of the status quo.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48052964","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 “Development of LDPAQ: learning disability physical activity questionnaire”","authors":"Katie Brooker, J. Hill","doi":"10.1108/tldr-07-2022-0013","DOIUrl":"https://doi.org/10.1108/tldr-07-2022-0013","url":null,"abstract":"\u0000Purpose\u0000This 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.\u0000\u0000\u0000Design/methodology/approach\u0000The 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.\u0000\u0000\u0000Findings\u0000The 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.\u0000\u0000\u0000Originality/value\u0000Key training areas for allied health and fitness professionals are outlined.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62432663","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":"Development of the learning disability physical activity questionnaire (LDPAQ)","authors":"A. Pakravan, M. Ghazirad, F. Shaddel","doi":"10.1108/tldr-04-2022-0011","DOIUrl":"https://doi.org/10.1108/tldr-04-2022-0011","url":null,"abstract":"\u0000Purpose\u0000People 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.\u0000\u0000\u0000Design/methodology/approach\u0000A 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.\u0000\u0000\u0000Findings\u0000An 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.\u0000\u0000\u0000Originality/value\u0000The 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49198462","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 “Research priorities relating to communication and swallowing for individuals with learning disabilities across the lifespan”","authors":"Anna Backhouse, Sophie Howells","doi":"10.1108/tldr-04-2022-0009","DOIUrl":"https://doi.org/10.1108/tldr-04-2022-0009","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>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.</p><!--/ Abstract__block -->","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513795","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":"Research priorities relating to communication and swallowing for people with learning disabilities across the lifespan","authors":"K. Chadd, Lauren M Longhurst, Amit A Kulkarni, Jaya Simpson, Emma Pagnamenta, Fiona Brettell, D. Money, Rosie Dowty, Josephine Wallinger, Sai Bangera, Rebecca L Palmer, V. Joffe","doi":"10.1108/tldr-06-2021-0018","DOIUrl":"https://doi.org/10.1108/tldr-06-2021-0018","url":null,"abstract":"\u0000Purpose\u0000This 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.\u0000\u0000\u0000Design/methodology/approach\u0000A 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.\u0000\u0000\u0000Findings\u0000The top ten research priorities related to intervention, outcome measurement and service delivery around communication and dysphagia.\u0000\u0000\u0000Originality/value\u0000To 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49241503","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 a logic model for implementing citizen advocacy for adults with learning disabilities based on the experience of community inclusion centres for disabled people","authors":"M. Clifton, Steve Chapman","doi":"10.1108/tldr-04-2022-0010","DOIUrl":"https://doi.org/10.1108/tldr-04-2022-0010","url":null,"abstract":"\u0000Purpose\u0000This commentary reflects on peer advocacy in relation to citizen advocacy in the context of the vital need for advocacy in all its different forms.\u0000\u0000\u0000Design/methodology/approach\u0000The authors reflect from the standpoint of developing peer advocacy in secure mental health settings as an organisation based on self-advocacy and co-production.\u0000\u0000\u0000Findings\u0000By 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.\u0000\u0000\u0000Originality/value\u0000The 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.\u0000","PeriodicalId":54179,"journal":{"name":"Tizard Learning Disability Review","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49269084","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}